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September 5, 2014
Syracuse Code of Conduct, Character, and Support Table of Contents
Resource Directory on Inside Cover (Directory of support services, important phone numbers for students and
parents, hot line numbers)
Letter from Board President and Superintendent
Introduction
Beliefs and Guiding Principles
Promoting a Positive School Climate and Culture
Learning about the Code of Conduct, Character, and Support
Rights and Responsibilities of School Community Stakeholders
Students
Parents
School Staff and Principal
District Administrators and Superintendent
Board of Education
Getting Help
Behavior Concerns, Violations, Interventions and Consequences
Pre-Kindergarten Grade 2: Supporting Social Competencies and Addressing Behavioral Concerns
Grades 3 12: Behavioral Concerns, Violations, Interventions, and Consequences
School wide and Classroom Promotion and Prevention Practices
Interventions
Assigned Consequences
Other District Policies
Glossary of Terms
Quick Reference Guide to Consequences
Resource Directory on Inside Cover (Directory of support services, important phone numbers for
students and parents, hot line numbers)
Deleted: Principals
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Letter from Board President Mignano and Superintendent Contreras
Dear Students, Parents/Guardians/Caregivers, and School and District Staff:
Welcome to the 2014-2015 school year. Great Expectations, the districts five year strategic plan sets forth the
districts ultimate goal to become an educational community that graduates every student as a responsible and
active citizen ready for success in college and careers and prepared to compete in a global economy. As we
continue to work toward this goal it was very important for the collective Syracuse community to be honest,
reflective, and transformative if we are going to accomplish it, while also creating schools that are great places to
learn and work.
In November 2013, we convened a 50 member task force, comprised of representatives from throughout the
Syracuse community with a vested interest in the issue of school discipline in the Syracuse City Schools. Task
force members included students, parents, teachers, principals, union leaders, community leaders, service
providers and other SCSD staff. These individuals brought various perspectives and experiences to the table;
however, they shared one common purpose: to create a Code of Conduct that clearly and concisely reinforces the
roles and responsibilities of students, staff and parents; sets forth expectations for student behavior; ensures fair,
appropriate and equitable student discipline practices; and, complies with all applicable laws and regulations.
The Code of Conduct Task Force worked for seven months to create the new Syracuse City Code of Conduct,
Character and Support. The Code has undergone five major shifts:
A greater emphasis on accountable and restorative interventions that will support students to improve
their behavior and experience greater success at school
A greater emphasis on promotion of positive social behaviors and prevention of discipline problems
Differentiated responses to discipline problems for students in grades Prekindergarten5 and students in
grades 6-12
More precise descriptions of behavior concerns and violations aligned to levels of specific interventions
and consequences
More limited use of out-of-school suspension, in-school suspension, and removal of students from the
classroom.
We believe that the implementation of the new Code of Conduct, Character and Support will play a critical role in
the Districts overall efforts to create safe, orderly and nurturing learning environments in which all children can
learn, thrive and be prepared to graduate ready for success.
Sincerely,


Michelle Mignano Sharon L. Contreras
Board President Superintendent

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Introduction

Why Do We Have a Code of Conduct, Character, and Support?
The goal of the Syracuse Code of Conduct, Character, and Support is to ensure all students right to an education in a safe,
civil, and caring environment. It is based upon the laws, regulations, and policies that create access to education for all while
protecting the due process rights of the individual. The Code recognizes that schools are public places that must balance
individual rights with civic obligations and the responsibilities that make it possible to live in a free, open and democratic
society. The Syracuse Code of Conduct, Character, and Support serves as a guide to good citizenship and provides the
tools for helping students to understand and appreciate the norms of behavior within the school culture.

The Code addresses both the development of student character and conduct. An individuals character reflects his or her
attitudes, attributes, and moral convictions which shape his or her conduct. The development of good character is essential
to healthy development and responsible behavior, academic success in school today, and future success in college, career,
and life. The Code ensures that schools provide equal access to a wide range of supports and interventions that promote
positive behavior, help students develop self-discipline and social and emotional efficacy, and enable students to improve
and correct inappropriate, unacceptable, and unskillful behaviors.

Specific Goals of the Code of Conduct, Character, and Support Revisions
Reduce overuse and disproportionate use of in-school and out-of-school suspensions and school discipline
referrals.
Establish school wide expectations that all adults are committed to support.
Establish school wide rules that all adults are committed to support and enforce.
Ensure that classrooms and public spaces are safe, civil, and orderly.
Maximize every schools capacity to promote positive behaviors; prevent inappropriate, unacceptable, and unskillful
behaviors; and support improved behavior for students with the highest incidents of unacceptable behavior.
Develop interventions and consequences that enable students to increase their capacity to self-regulate and
interact positively and responsibly with others, and in a manner that is developmentally appropriate.
Increase capacity and accountability of administrators and student support specialists to intervene early and
effectively with all students, particularly those with the highest needs.
Increase capacity and accountability of teachers to respond to and correct unacceptable behaviors in an effective
and respectful manner.
Increase capacity and accountability of district and school administrators to lead effective discipline and student
support policies and practices.
Increase capacity and accountability of district and school administrators to lead, support, and supervise highly
functioning student support and school intervention teams.

Beliefs about Children, Learning, and Discipline
The following beliefs about children, learning, and discipline inform all Code policies and practices. All children and
young people must be assured that they can learn in a non-disruptive atmosphere and will be treated in a fair,
consistent and nondiscriminatory manner.
1. All children and young people are capable of achieving their personal best, and when necessary improving their
behavior with guidance, instruction, support, and coaching. These practices fall along a continuum that responds
to children of all abilities.
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2. Different groups of students need different kinds and amounts of time, attention, tasks, and supports to behave
responsibly, succeed academically, and achieve at high levels.
3. The use of out of school suspension as a response to challenging behavior does not improve school climate or
outcomes for students. Students are more likely to do the right thing when
o they understand the positive behaviors that are expected of them
o they feel that staff members care about them and will help them learn and grow
o all school staff consistently use shared language and practices
o all staff provide recognition and feedback for behaving appropriately, making their best effort, and
completing high quality work
4. The root of the word discipline, disciplina, means instruction or training. Effective discipline helps students
become more self-disciplined and teaches students to become more skillful. Restorative practices provide the
strategies and interventions to enable students to self-correct, problem solve, make amends and repair harm, learn
new behaviors, and restore their good standing.

Guiding Principles of the Code of Conduct, Character, and Support
The following principles form the foundation for creating safe, healthy, and supportive learning environments. These
principles will guide Syracuse City School District staff, students and families, and community partners in the shared work of
ensuring positive school environments and improved student outcomes.
The Code is premised on these key principles:
1. Adults teachers, principals, administrators, school staff, parents and the larger community have an obligation to
help students learn to be good citizens and lead productive lives by:
Enabling them to discern right from wrong.
Fostering in them the desire to do what is good.
Encouraging them to take responsibility for their words and actions.
Modeling the behaviors the adults want to cultivate in children and youth.
2. Student discipline and support policies and practices must be implemented in ways that are RESPECTFUL.
Interactions between and among district and school staff, students, and parents are expected to protect the dignity
of each individual, and ensure a tone of decency.
3. Improving educational outcomes for all students requires that schools provide support at three levels of care and
instruction throughout the whole school: in classrooms, in small groups, and with individual students and families.
An SCSD system of academic and behavior support is aimed at addressing students academic learning gaps and
the causes of misbehavior. Prevention and intervention strategies may include more personalized academic
instruction and support, student support services, and programs to address personal and family circumstances;
social/emotional learning, such as conflict resolution, peer mediation, anger management, communication skill
building; behavior replacement strategies; and other restorative interventions that may include discipline circles and
family group conferencing. (For more detail see page 29-31.)






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4. Levels of Behavior Concerns, Violations, Interventions, and Consequences
Level 1: Promotion and Skill Building: Schools foster the
social and emotional well-being of all students through
school-wide efforts to teach, practice, recognize and assess
positive behaviors and promote social and emotional
learning.
Prevention: Schools prepare all staff to prevent, minimize,
and defuse most disciplinary problems and intervene early
when students experience persistent behavioral challenges.
Level 2: Intervention: Schools provide coordinated care
and interventions that match students social, emotional,
and mental health needs.
Level 3: Intervention: Comprehensive interventions need
to be in place for students at highest risk.


5. Student discipline and support policies and practices must be implemented in ways that are ACCOUNTABLE AND
RESTORATIVE. Students and families need to know that the school will provide behavioral interventions inside and
outside of the classroom that support a restorative rather than a punitive orientation. Students have the obligation
to accept assigned consequences and fully participate in the interventions designed to address specific behaviors
or incidents. School staff must be reassured that students will be held accountable for their words and actions.
Restorative interventions require students to own the problem, reflect on the impact of their behavior on themselves
and others, and understand why the behavior was unacceptable, inappropriate, or unskillful. Interventions engage
students in some action or learning process that will enable them to correct behaviors, repair relationships and the
harm they have done to others, learn desired replacement behaviors, or restore their good standing.

When students are supported, students participate in an accountable, restorative intervention that
addresses specific issues and behaviors that warrant the assignment of a consequence. The intervention is the
part of the process where the student does the work to right oneself, restore ones good standing, make
amends, learn and practice a different behavior, repair the harm, or make it right.
When a rule violation is significant, students are assigned a consequence. Consequences signal that a
students actions are deemed to be inappropriate, unacceptable, or unskillful.

5. Student discipline and support policies and practices must be implemented in ways that are FAIR, EQUITABLE, AND
DIFFERENTIATED. Students need different amounts of time, attention, tasks, and supports to behave responsibly
and achieve at high levels. Differentiated responses must occur within a larger framework of fair and equitable
practices under which all students are treated fairly without favor toward or prejudice against any one group of
students according to ability, talent, age, gender, developmental and acquired disabilities, race and ethnicity, socio-
economic status, religious and spiritual orientation, national origin and home language, sexual orientation, and
indigenous heritage.
6. Student discipline and support policies and practices must be implemented in ways that are ENFORCEABLE, VIABLE,
AND EFFECTIVE. The district must ensure that all stated rules, policies, consequences, and interventions are
actually enforceable, viable, and effective. In other words, the district discourages school rules that are too difficult
to enforce consistently; rules that will not generate 100 percent staff agreement to enforce them; policies and
consequences that demand more administrative and staff time than is possible to enforce and process; and policies
and consequences that have demonstrated little effectiveness.


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Promotion, Skill
Building, and
Prevention
Intervention
Intervention
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7. The Code supports the use of A LEVELED SYSTEM OF INTERVENTIONS AND CONSEQUENCES (see #3) addressing
inappropriate, unacceptable, and unskillful behaviors with the ultimate goal of teaching positive behaviors and
strengthening students personal, social, and academic efficacy. A leveled student discipline and student support
system emphasizes both student accountability and behavioral change. The goal is the prevention of a recurrence
of unacceptable behavior by helping students to:
learn from their mistakes
understand why the behavior is unacceptable
acknowledge the harm that they have caused or the negative impact of their actions
understand what they could have done differently in the situation
take responsibility for their actions
be given the opportunity to learn pro-social strategies and skills to use in the future
understand that more intensive consequences and interventions will take place if unacceptable behaviors
persist

8. Every reasonable effort should be made to correct student misbehavior through guidance interventions that are
accountable and restorative. Interventions are essential when inappropriate behavior or violations of the Code may
be symptomatic of more serious problems that students are experiencing. It is, therefore, important that school
personnel be sensitive to issues that may influence the behavior of students and respond in a manner that is most
supportive of their needs. Appropriate disciplinary responses should emphasize prevention and effective
intervention, prevent disruption to students education, and promote the development of a positive school culture.
9. Effective schools promote and model mutual respect, high quality professionalism, and transparent accountability
based on trust among and between administration, staff, students, and families.
10. The District builds a culture based on high expectations, respect, and co-accountability. (District Goal #4) At the
heart of a healthy school culture is the commitment of all staff to take responsibility for the healthy development of
students and model the skills, behaviors, and mindsets they seek to cultivate in children and young people. To this
end, school staff, teachers and administrators are encouraged to set high expectations for student success, build
positive relationships with students and teach and model for students how to behave successfully in all school
settings (classrooms, the cafeteria, hallways, bathrooms).

Promoting a Positive School Climate and Culture
Each school is expected to promote a positive school climate and culture that provides students with a supportive
environment in which to grow both academically and socially. Each school is expected to develop, post, teach, and reinforce
universal behavioral and learning expectations. Schools are expected to take a proactive role in nurturing students pro-
social behavior by providing them with a range of positive behavioral supports as well as meaningful opportunities for social-
emotional learning. Effective social-emotional learning helps students develop fundamental skills for life success, including:
recognizing and managing emotions; developing caring and concern for others; establishing positive relationships; making
responsible decisions; and handling challenging situations constructively and ethically. Such skills help prevent negative
behaviors and avoid the disciplinary consequences that result when students do not live up to behavioral standards.
Student engagement is also integral to creating a positive school climate and culture that effectively fosters students
academic achievement and social-emotional growth. Providing students with multiple opportunities to participate in a wide
range of pro-social activities and, at the same time bond with caring, supportive adults promotes positive behavior.
Examples include: providing students with meaningful opportunities to share ideas and concerns and participate in school-
wide initiatives; student leadership development; periodic recognition of students achievements in a range of academic and
co-curricular areas; using corrective feedback; and developing school-wide positive behavior systems. Such opportunities,
coupled with a comprehensive student support program of prevention and intervention, provide students with the
experiences, strategies, skills and coaching they need to thrive.

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The Syracuse Code of Conduct, Character, and Support is important for all members of the school community to
read and understand.
Students: The Syracuse Code of Conduct, Character, and Support is your guide for behavior at school. Your principal,
teachers, and other staff members will support your efforts to be successful in the personal, social, and academic behaviors
that are expected at school. When you follow the expectations and rules in the Code, you will be demonstrating your good
citizenship and character and helping to make your school a safe, respectful, and productive learning environment. The
Code also describes specific behaviors that are unacceptable at school and explains the consequences and interventions
that will be assigned to you when your conduct does not meet expected standards of behavior. This is your guide to
understanding your rights and responsibilities.
Parents/Guardians/Caregivers: The Syracuse Code of Conduct, Character, and Support is your guide for understanding
the personal, social, and academic behaviors that are expected of your child at school and how school principals, teachers
and staff will work with you and your child to help them demonstrate positive behavior and enjoy academic success. The
Code also provides you with information about your rights and your childs rights and responsibilities. It also lists the kinds
of behaviors that are not acceptable. Finally the Code explains the interventions and consequences that will be enforced
and implemented if your child violates the school rules and policies. Please read the Code with your child and discuss any
questions you have with administrators at your childs school. If you have concerns about your childs safety or behavior,
please talk to an administrator at your childs school so that you can resolve any concerns and work with school staff to fully
support your childs success.
School Staff: The Syracuse Code of Conduct, Character, and Support is your guide for supporting positive student behavior
at school. It will help you prevent disciplinary problems through the use of effective strategies and systems. It will provide
guidance for intervening effectively and appropriately if students dont meet expected standards of behavior or violate school
rules and policies. If you have concerns about safety or your schools climate, please talk to your school principal so that you
and your school administration can work together to maintain a safe and orderly learning and work environment.
School Administrators: The Syracuse Code of Conduct, Character, and Support is your guide for supporting a safe,
orderly, fair, and productive learning environment. It will help you to promote positive student behavior at school. It provides
guidance in supervising and monitoring effective implementation of school-wide expectations, rules, policies, systems, and
practices. It will help the school to address students behaviors and support students to turn around unacceptable behaviors
and get back on track to school success through accountable and restorative interventions.
Other District Staff and Support Services Organizations: The Syracuse Code of Conduct, Character, and Support is
your guide for supporting schools in developing a positive school climate that ensures student and staff safety and order. It
will minimize unacceptable student behavior, and maximizes students personal and social efficacy. The Executive Director
of Student Support Services is responsible for monitoring effective implementation of school wide expectations, rules,
policies, systems, and discipline and student support practices. This position assesses and reviews all disciplinary data and
sanctions by race, ethnicity, disability, and gender of students. The Executive Director of Student Support Services
prepares recommendations for improving school climate, discipline and student support.

How Do People Learn about the Syracuse Code of Conduct, Character, and Support?
Pursuant to Education Law 280(4) and 8 NYCRR 100.2(I(2(iii)(b), the District will ensure that the community is aware of
this Code of Conduct, Character, and Support by:
1. Providing a public hearing prior to Board approval.
2. Providing copies of a summary of the Code to all students, in an age-appropriate, plain language version, at a
general school assembly held at the beginning of the school year.
3. Making copies of the Code available to all parents at the beginning of the school year.
4. Providing informational sessions for parents.
5. Providing a summary of the Code of Conduct written in plain language to all parents of District students before the
beginning of the school year and making this summary available later upon request.
Deleted: ,
Deleted: )
Deleted: )
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6. Providing all teachers and other staff members with a copy of the Code and a copy of any amendments to the
Code after adoption.
7. Providing all new employees with a copy of the current Code of Conduct when they are first hired.
8. Making copies of the Code available for review by students, parents and other community members and provide
opportunities to review and discuss this Code with the appropriate personnel.
9. Ensuring that each school implements an annual plan for discussing and interacting with the Code of Conduct,
Character, and Support during new school year orientation, through professional development, and through the
delivery of at least three classroom lessons related to the Code during the first two weeks of school every year.
The District will provide materials and resources for these activities.
10. Note: The District will make every effort to provide written and audio versions of this Code of Conduct in multiple
languages.
All district and school staff members and Board of Education members should sign a receipt that they have received of the
Code of Conduct, Character, and Support at designated meetings at the beginning the school year.

A copy of the Acknowledgment of Review of the Code on the next page is for students and their parents.

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Acknowledgement of Review of the Code
Please review the Students Rights and Responsibilities (pages 10-11) and Levels of Behavioral Concerns and Violations,
Interventions, and Consequences with your child. These sections will also be discussed in school at the beginning of the
new school year. These policies are an important part of daily student life, supporting a safe, civil, and respectful learning
environment and supporting your childs academic success and social and emotional development.

It is essential that the school and family work together to assure that all students meet the high expectations for behavior
established in the Syracuse Code of Conduct, Character, and Support. This enables students to succeed in school and the
community. Your support is vital in this process.

After you have reviewed these sections with your child, please sign and return the signed form to your childs
teacher in elementary school or your childs first period teacher in middle or high school. If you do not understand
or need help, please call the Office of Pupil Services at 435-4131.



I understand that the Code of Conduct, Character, and Support and the policies and regulations it references apply to all
students at all times on all Board of Education property, including in school buildings and on school grounds; in all school
vehicles; and at all school, school-related, or Board-sponsored activities, including but not limited to, school field trips and
school sporting events, whether such activities are held on school property or at locations off school property, including
private business or commercial establishments.

Yes No I have reviewed the Code of Conduct, Character, and Support with my child.
Yes No My child understands his/her rights and responsibilities.
Yes No I understand my parent/guardian rights and responsibilities.


Parents/Guardians Name____________________________________Date ___________________________________
Students Name____________________________________________Date ____________________________________
It is essential to tell us how to reach you. Please provide the phone number you want the school to use to contact
you and an email address, if applicable. If your address has changed, please call Central Registration at (315)435-
4555.

Phone Number____________________________ Email __________________________________________________

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Rights and Responsibilities of School Stakeholders
Students
Students have the right:
1 To attend school in the district in which ones legal parent or legal guardian resided and receive a free and appropriate
public education from age 5 to 21, as provided by law.
2 To be afforded a sound, quality education from pre-k through grade 12 in a school environment that is safe, orderly and
promotes learning.
3 To be respected as an individual and treated fairly and with dignity by other students and school staff
4 To express ones opinions verbally or in writing or with assistance.
5 To dress in such a way as to express ones personality as long as it does not distract or disrupt the learning
environment. See dress code policy.
7 To take part in all school activities on an equal basis regardless of race, color, creed, religion, religious practices, sex,
sexual orientation, gender, national origin, ethnic group, political affiliation, age, marital status, or disability.
8 To have access to relevant and objective information concerning drug and alcohol abuse, as well as access to
individuals or agencies capable of providing direct assistance to students with serious personal problems.
9 To be protected from intimidation, harassment, or discrimination based on actual or perceived race, color, weight,
national origin, ethnic group, religion, or religious practice, sex, gender/gender identity, sexual orientation, or disability,
by employees or students on school property or at a school sponsored event, function or activity. The Dignity for All
Students Act prohibits acts of harassment and bullying, including cyberbullying, and/or discrimination by employees or
students on school property or at a school function, including but not limited to such conduct based on a students actual
or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation,
gender (defined to include gender identify or expression), or sex (Education Law 12[1]). Cyberbullying is defined as
harassment or bullying which takes place through any form of electronic communication. (Education Law 11[8]).
10 To be afforded due process by
being provided with the Code and rules and regulations of the school district; Schools shall ensure that all students
and school staff are made aware of and have access to detailed information about school rules, policies, and
procedures and state and local laws guaranteeing or affecting students right to participation.
being informed of what is appropriate behavior and what behaviors may result in disciplinary actions;
being counseled and coached by members of the professional staff in matters related to their behavior as it affects
their education and well-being in the school;
being provided an opportunity to be heard in disciplinary actions for alleged violations of the Code for which they
may be suspended or removed from class by their teachers;
being informed of the procedures for appealing the actions and decisions of school officials with respect to their
rights and responsibilities as set forth in this document;
being accompanied by a parent and/or representative at conferences and hearings;
being accompanied by a parent in situations where there may be police involvement if the student is under 16. Any
student under the age of 16 being questioned by the police has a right to have their parents present.
having student support staff or advocate present in situations where there may be police involvement.
11 To engage in youth opportunities that enable students to:
be active learners in the educational process that takes into account student views, teaches students effective
leadership and participation skills, and provides explanations to students when decisions contradict their views
serve on student councils, advisory bodies, and school teams and committees that make decisions about school
life, with the necessary supports to participate
participate in school forums in which student can voice their opinions about school decisions and policies
participate in peer leadership initiatives and restorative practices
form groups that represent their needs and interests
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Student Responsibilities and Expected Behaviors:


































You are responsible for your PERSONAL CONDUCT
and CHARACTER BY:
Attending school regularly and on time.
Accepting direction, requests, feedback, and support
respectfully from adults.
Demonstrating self-discipline by making responsible
behavior and academic choices.
Being truthful about and accountable for your words and
actions.
Following school rules and meeting standards of behavior
in the Code of Conduct, Character, and Support
Accepting consequences when behavioral expectations
are not met or school rules are violated.
Making effort to correct and improve behavior through
restorative interventions.
Dressing appropriately.
You are responsible for COOPERATING
WITH OTHERS AND TREATING OTHERS
WITH RESPECT BY:
Treating others the way they want to be
treated.
Expressing your thoughts and opinions in
ways that are polite, respectful, and
courteous.
Using a considerate tone of voice and
appropriate body language.
Listening when others are speaking to you.
Respecting others personal space and
keeping your hands to yourself.
Working with others cooperatively in large
and small groups.
Acting with kindness, caring, and sensitivity
toward others.
You are responsible for your LEARNING BY:
Completing high quality work in every subject.
Being prepared to learn.
Challenging yourself and making your best
effort.
Demonstrating a strong and honest work ethic.
Bringing an open mind and positive attitude to
learning every day.
Seeking help and assistance when you need it.
You are responsible for respecting the PROPERTY
OF OTHERS BY:
Taking care of property that belongs to other students,
adults, or the school.
Using school or other peoples materials carefully for
the intended purpose.
Keeping personal electronic devices off and out of sight
except with permission of school staff.
Using school technology appropriately as directed by
adults.
You are responsible for helping to maintain a SAFE SCHOOL COMMUNITY BY:
Helping to make school a community free from violence, intimidation, bullying, harassment, and discrimination.
Asking for assistance when you need help resolving conflicts and differences.
Contributing to the safety and well-being of our community.
Using all equipment in schools and on buses in a safe manner.
Putting everyones safety first by
NOT engaging in violent or destructive acts that harm others and the community.
NOT making threats about using dangerous objects or about harming others.
NOT touching a fire alarm unless it is an emergency.
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Parents/Guardians/Care Givers
The term parent means the students parent(s) guardian(s) or caregiver (any person(s) in a parental or custodial
relationship to the student) or the student, if she/he is an emancipated minor or has reached 18 years of age.

Parents, guardians and caregivers have the right to be active and effective participants in the learning process to express
their views, and to give input into decisions that affect their childrens lives and education. Parents, guardians and caregivers
are vital to the success of the school. They have the responsibility to reinforce the learning process at home, to encourage
and model polite, civil behavior, to motivate their children to be interested in school, and to see that their children attend
school regularly. They should expect the highest level of achievement that their children are capable of, as well as teacher
performance that can help their child reach this level of achievement. They are welcomed and encouraged to talk to and
meet with teachers to find out how their children are progressing. The more parents are involved the higher the quality of
their childs education becomes.
Students, parents and school personnel all have a role in making schools safe and must cooperate with one another to
achieve this goal. Parents should expect that school staff inform them of their childs behavior and enlist parents as partners
in addressing areas of concern. Outreach to parents can include, but is not limited to, a phone call and/or a written
communication. As role models, parents should exhibit the behaviors that they would like to see in their children/students.
To ensure that parents become active and involved partners in promoting a safe and supportive school environment, they
must be familiar with the Code of Conduct, Character, and Support. Parents should expect to be informed about the childs
behavior and be responsible for nurturing the skills students need to succeed in school and in society. Parents are
encouraged to discuss with their childs teachers and other school staff issues that may affect student behavior and
strategies that might be effective in working with the student.

Parent Rights
Parents and guardians have the right to:
1 Be actively involved in their childrens education
2 Be treated courteously, fairly and respectfully by all school staff and principals
3 Receive timely information about the policies of the Syracuse Board of Education and procedures that relate to their
childrens education
4 Receive regular reports, written or oral, from school staff regarding their childrens academic progress or behavior,
including but not limited to report cards, behavior progress reports and conferences
5 Receive information and prompt notification of inappropriate or disruptive behaviors by their children and any
disciplinary actions taken by principals or school staff
6 Receive information and prompt notification about incidents that may impact their children
7 Receive information about due process procedures for disciplinary matters concerning their children, including
information on conferences and appeals
8 Receive information from school staff about ways to improve their childrens academic or behavioral progress, including
but not limited to; counseling, tutoring, after school programs, academic programs, and mental health services within
Syracuse Public Schools and the community
9 Receive information about services for students with disabilities and English language learners
10 Receive notification from the principal, principals designee, and/or your childs teachers in the event that your child
engages in inappropriate, unacceptable, or unskillful behaviors at school
11 Be contacted immediately and directly when a student is believed to have committed a crime and police are summoned
12 Request a mediated conference with the parent of a student who has physically harmed her/his child
13 Request a mediated conference with the school staff person or other individual who has harmed her/his child
14 Receive communication through provided translators
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15 File a complaint when there has been a violation or misapplication of a written provision of school policy

Parent Responsibilities
Parents and guardians have the responsibility to:
1 Give updated contact information to the Syracuse City School District central office and their childrens individual school.
2 Make sure their children attend school regularly and on time.
3. Let schools know when and why children are absent.
3 Tell school officials about any concerns or complaints in a respectful and timely manner
4 Work with principals and school staff to address any academic or behavioral problems their children may experience
5 Support Syracuse City School District by talking with their children about school and expected behavior.
6 Read and become familiar with the policies of the Board of Education, administrative regulations and the Syracuse
Code of Conduct, Character, and Support.
7 Encourage their children to complete their homework by asking about homework, checking homework and making an
area for children to do their homework without interruption (e.g., a quiet corner; space in a bedroom; a clear kitchen
table.)
8 Be respectful and courteous to staff, other parents, guardians and students while on school premises
9 Teach their children that all children have the right to attend school and be treated with respect and dignity regardless or
actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual
orientation, gender/gender identity, or sex, which will strengthen the childs confidence and promote learning in
accordance with the Dignity for All Student Act.
Schools shall ensure that parents or guardians have a right to participate in decision-making affecting school policies and
procedures, including, but not limited to:
Informing parents or guardians in a timely and clear manner as to when and how they can participate, and ensuring
that all parents or guardians have equal access to information on opportunities for participation.
Ensuring that parents or guardians have concrete opportunities to make recommendations to schools about
effective methods for participation.
Giving parents or guardians structured opportunities for parents or guardians to give input, get information and help
make decisions.
Schools shall ensure parents or guardians have a right to participate in decisions affecting their individual childs education,
including but not limited to:
Adherence by teachers, administrators and other school staff to an early warning system that identifies academic
or behavioral challenges as soon as possible and works with parents or guardians to identify solutions.
Participation in restorative discipline solutions.
Protection of due process rights, including as related to school discipline.
The district and schools shall establish policies that outline clear grievance procedures that parents or guardians can use to
file complaints, and establish a clear process of recourse if parents or guardians grievances are not resolved with due
process.
Where a student is a ward or dependent of the state, identified through processes outlined in federal or state law, notification
regarding educational or disciplinary decisions made by the students school shall be provided to the education rights holder,
foster parent or legal guardian, students counsel or guardian ad litem, and the students child welfare social worker or
caseworker and, if the student has one, Probation Officer. Under no circumstances, however, shall a student who is a ward
or dependent of the state be denied full access to his or her education rights due to an adult caretaker or rights-holders
inability or refusal to act on behalf of the child.
14
Principal and School Staff Rights and Responsibilities
Principals and school staff have the right to:
1 Work in a safe and orderly environment.
2 Be treated courteously, fairly and respectfully by students, parents or guardians and other school staff.
3 Communicate concerns, suggestions and complaints to Syracuse City School District office.
4 Receive supportive professional development and training.
5 Receive the necessary resources to deliver quality instruction.
6 Modify instruction consistent with the policies of the Syracuse Board of Education and with state and federal
regulations.
Principals and school staff have the responsibility to:
1 Maintain safe and orderly schools by using prevention and intervention strategies, and by following the Syracuse Code
of Conduct, Character, and Support.
2 Be respectful and courteous to students, parents and guardians, serving as role models for students.
3 Be knowledgeable about the policies of the Board of Education and administrative regulations and rules, and enforce
them fairly and consistently.
4 Be knowledgeable about federal and state laws and regulations about the disciplinary process for students with
disabilities.
5 Communicate policies, expectations and concerns, and respond to complaints or concerns from students and parents
or guardians in a timely manner in understandable language.
6 Refer students to the appropriate committees, departments, offices, divisions, agencies or organizations when outside
support is necessary.
7 Inform parents and guardians of student academic progress and behavior, create meaningful opportunities for their
participation, and provide regular communication in a language they understand.
8 Provide alternative education and makeup work for students with lawful absences, including those students who are
absent for disciplinary reasons.
9 Participate in required professional development opportunities.
10 Maintain and encourage a climate of mutual respect and dignity for all students regardless of actual or perceived race,
color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender/gender
identity, or sex, with an understanding of appropriate appearance, language, and behavior in a school setting, which will
strengthen students self-image and promote confidence to learn.
11 Confront issues of discrimination and harassment in any situation that threatens the emotional or physical health or
safety of any students, school employee or any person who is lawfully on school property or at a school function and
report incidents of discrimination and harassment that are witnessed or otherwise brought to the attention of the
teacher, school counselor, student support services personnel, or other staff, to the building administrator who is the
Dignity Act Coordinator (DAC), in a timely manner
12 Address personal biases that may prevent equal treatment of all students in the school or classroom setting
13 Principals: Follow up on any incidents of discrimination and harassment that are witnessed or otherwise brought to the
Principals attention in a timely manner in collaboration with the administrator who is the Dignity Act Coordinator (DAC)
14 Collect and report data on the implementation of the district code of conduct including but not limited to data on the use
of in-school and out-of-school suspension by student demographic characteristics.

15
District Administrator Responsibilities
Syracuse City School District Administrators have the responsibility to:
1 Create and implement policies and procedures that encourage safe and orderly schools for all students, school staff
and principals.
2 Protect the legal rights of school staff, principals, students and parents or guardians.
3 Be courteous, respectful and fair with students, parents or guardians, school staff and principals.
4 Provide a broad-based and varied curriculum to meet individual school needs.
5 Inform the community, students, parents or guardians, school staff and principals about policies of the Board of
Education.
6 Ensure the protection of legal rights of students with disabilities.
7 Provide staff who are trained to meet the needs of students.
8 Provide support and professional development training to principals and school staff to help them support students.
9 Support principal and school staff in the fulfillment of their disciplinary responsibilities as defined by Syracuse Code of
Conduct, Character, and Support.
10 Contact and involve parents or guardians on disciplinary issues.
11 Monitor and analyze data on the implementation of the district code of conduct, including but not limited to data on the
use of in and out-of-school suspensions by student demographic characteristics.

The Syracuse City School District Superintendent also has the responsibility to:
12 Promote a safe, orderly, respectful and stimulating environment, free from intimidation, discrimination and harassment,
supporting active teaching and learning.
13 Review with District administrators the policies of the Board of Education and state and federal laws relating to school
operations and management.
14 Inform the community, students, parents or guardians, school staff, principals and School Board about policies of the
Board of Education, and educational trends, including student discipline.
15 Work to create instructional programs that minimize problems of misconduct and are sensitive to student and teacher
needs.
16 Work with District administrators in enforcing the Syracuse Code of Conduct, Character, and Support and ensuring that
all cases are resolved promptly and fairly.
17 Address all areas of school-related safety concerns.
18 Review data on the implementation on the code of conduct and make recommendations on improvement when needed
to reduce the use of suspensions.
19 Take appropriate measures where violations of the Code of Conduct, Character, and Support occur.
20. Appoint the Ombudsman who shall ensure compliance with state and federal laws regarding school discipline, ensure
that the implementation of the Districts policies concerning discipline is fair, equitable, and in compliance with this
Assurance, and communicate with students, parents and Staff about issues relating to the Districts discipline policies
and the implementation of this Assurance.

16
Board of Education Responsibilities
The Board of Education has the responsibility to:
1 Collaborate with students, teachers, administrator and parent organizations, school safety personnel, other school
personnel and the community to develop a Code of Conduct, Character, and Support that clearly defines expectations
for the conduct of students, District personnel and other persons on school property and at school functions.
2 Adopt and review at least annually the Districts Code of Conduct, Character, and Support to evaluate the Codes
effectiveness and the fairness and consistency of its implementation.
3 Appoint a Dignity Act Coordinator in each school building. The Board will ensure that the Dignity Act Coordinator will be
thoroughly trained to handle human relations in the areas of race, color, weight, national origin, ethnic group, religion,
religious practice, disability, sexual orientation, gender/gender identity, and sex. The Dignity Act Coordinator will be
accessible to students and other staff members for consultation and advice as needed on the Dignity Act.
4 Lead by example by conducting Board meetings in a professional, respectful, courteous manner.
5 Review data and the recommendations of the superintendent on the implementation of the code of conduct, including
but not limited to the use of in and out-of-school suspensions with student demographics and implement reforms if
needed.


Getting Help with a Problem
Bullying, Cyberbullying, Harassment, Intimidation, Hazing, & Bias Behavior
Bullying and cyberbullying, harassment and intimidation, hazing, and bias behaviors are unsafe and do not reflect respect
for others as defined by the Code of Conduct, Character, and Support. If you or someone you know is a target of one of
these behaviors, you can report it using the Bullying, Harassment, or Intimidation Reporting Form available on the school
website or in the main office or the counseling office of your school. You can also tell a staff member, who will respond
quickly and provide a practical, private, and safe place to report.

If You are Being Bullied...
Tell someone a parent, a teacher, a counselor
Calmly tell the student to stopor say nothing and walk away
If You Know Someone who is Being Bullied...
If you feel safe, be an Upstander and
Tell the bully to stop by saying, We dont do that at this school. Or Thats not right to treat someone like that.
Say words of support to the student being bullied Be a friend!
Dont encourage the bully by laughing or joining in
Tell other bystanders how to help stop bullying
If it doesnt feel safe.
Tell an adult
Encourage the bullied student to talk to someone
If an administrator determines that one of these behaviors has occurred, the students involved will receive support from a
school counselor, school psychologist, school social worker, pupil personnel worker, or school health staff person to be sure
everyone involved feels safe and supported and understands how to avoid these situations in the future.
Confidentiality in Counseling
When a student indicates that he or she is thinking about hurting himself or herself or other students, school personnel are
required to take action to ensure the safety of the student or other students. This action will include sharing of information
with the school principal, parents, and may include other outside agencies. No statement, oral or written, made by a student
17
seeking counseling for any form of drug abuse may be used as admissible evidence against him/her in any proceedings.
School Problems
If students have a problem related to discipline, security, personal safety or welfare, or vandalism, the student should:
1. Tell the nearest teacher or adult staff member. Tell him/her exactly what has happened to the student or what the
student has observed happening to someone else. Problems of discipline, security, and personal safety are considered
very serious.
2. Talk to the principal or assistant principal right away.
3. Express feelings. It is natural to feel worried and upset. Talk to someone who will listen and understand perhaps a
peer mediator, peer helper, teacher, school counselor, school psychologist, social worker, or an adult mentor. It is
important to talk to a trusted adult.
4. Ask to talk to a school counselor, school psychologist, or social worker who can help students learn ways to deal with
problems so that they may feel safer and more comfortable when faced with similar problems in the future.
5. In addition to alerting school personnel, a student should tell his/her parents about the problem. They will want to know.
It is important for students to know that when a report is made to the school about an incident of this nature, every effort will
be made to keep the information and identity confidential.
Personal Problems
For help with personal problems which may affect a students school life or activities:
1. If possible, discuss the problem with parents/guardians.
2. If a student and his/her parents/guardians cannot solve the problem, there are a number of people in the school who
may be able to offer additional help. The student may speak to a teacher with whom he/she feels comfortable.
3. School counselors, psychologists, and social workers at the school are trained to offer help with personal problems.
Peer counselors are available in many of the countys secondary schools to help fellow students with problems. They
can also lead the student to other resources he/she may not be aware of.
4. The assistant principal and the principal will also be able to discuss the problem with the student and attempt to work on
a solution. If they are unable to do so, they will seek assistance.
Academic Problems
For help with an academic problem, the student should:
1. See the teacher who teaches the subject. Students may seek out the teachers on a personal basis. Teachers routinely
work with individual students who are having academic problems. The teacher may recommend help sessions or
mentoring, or may make a referral for additional assistance. The teacher may ask for a conference with the student and
his/her parents/guardians.
2. If the teacher is unable to help the student resolve the problem to the students satisfaction, the student should go next
to the department chairperson or lead teacher.
3. Further help can be obtained through the school counselor.
4. For problems that are still not resolved after the student has talked with the school counselor, the student should
discuss the matter with his/her parents/guardians and with the principal or assistant principal. Parents/guardians may
wish to join the student in discussions with the principal.
5. Solving an academic problem requires the students help, along with the help from teachers and sometimes
parents/guardians, school counselor, and other school professionals.
6. Your school may have a Homework Hotline to assist you.
Extracurricular Activities
For help with problems involving extracurricular activities, the student should:
1. See the advisor assigned to the activity at a time when he/she can give you his/her undivided attention. Try not to
discuss the problem during the activity period itself.
2. If the activity involves athletics or cheerleading, see the athletic director of your school.
3. If the student does not know who is assigned as advisor to the activity, the student should see an administrator.
18
4. If the student is unable to get help in solving the problem by doing the above, discuss the matter with parents/guardian
and with the principal. Parents/guardians may wish to join the student in discussions with the principal.
Group Problems
For help with a group problem related to discipline, security, personal safety, or welfare: If a group of students feels it shares
a common problem, the best way to seek assistance is for the group to send two or three representatives to the teacher or
administrator involved and present the groups point of view on the matter. Communication between one or two people and
a large group is extremely difficult and is an ineffective approach to problem solving. The most effective approach is one that
involves communication between representatives of the groups involved.

Appeals Process
If, after a Superintendents Hearing, a student has been found guilty of violating the schools Code of Conduct, a person who
has a parental relationship to the student can appeal that decision as well as the imposed assigned consequences.
To appeal the Superintendents Hearing Decision to the Board of Education the following steps apply. The parent/guardian
has 10 days after receipt of the written decision from the Superintendent to appeal to the Board of Education; the appeal
must be in writing (a letter is acceptable) and the letter must be submitted to the Syracuse City School District Clerk. If the
appeal to the Board of Education is denied, the petitioner may appeal that decision to the Commissioner of Education the
following steps must be followed: The petitioner has 30 days from the time the decision is received, the petitioner must file
and serve a Notice of Petition, a Petition, and any supporting affidavit(s). If that petition is denied, decisions of the
Commissioner of Education can be reviewed by a New York State Court.

Complaint Procedures
Each school will accept and consider individual and group complaints. A complaint is a claim that there has been a violation
or misapplication of a written provision of school policy. If formal legal advice is considered to be necessary by either party
[parent or school] or if the case alleges a violation of law that may lead to litigation/law suit, the complaint will proceed
immediately to the Superintendent. Complaints regarding discipline may also be directed to the Ombudsman.
Informal Levels of Complaints
A student or parent with a complaint will first discuss the problem with the person who has made a decision or action with
which the student or parent has an issue. If the student or parent is not satisfied, or does not receive a decision within ten
school days, a conference should be arranged between the student and/ or the parent(s) (or legal guardian) and the
principal. The conference shall take place within ten school days. If the student or parent/guardian is dissatisfied with the
decision made at the informal level, the person may file a formal written complaint to the principal. Neither the Board, nor
any member of the administration or faculty, will make reprisals affecting any party because he or she participated in the
complaint procedure.
Making a Formal Complaint
1. You may make a verbal or written complaint to the principal. If you need help preparing a written complaint contact a
Parent Partnership Network Advocate for help.

2. If you feel you have exhausted all other avenues open to you without finding a satisfactory solution, please contact a
Student Advocate at 435-4131.

There are three steps involved in making a formal complaint.
Step 1
If the student or parent/guardian is dissatisfied with the decision reached at the informal level of the complaint procedure, the
student or parent/ guardian will, within ten school days, file a formal written complaint to the principal, indicating the
specific policy violated. When the principal receives the formal written complaint, he or she will meet with the student or
parent/ guardian, and submit a written report, including specific recommendations, within ten school days.

19
Step 2
If the student or parent/guardian is not satisfied with the decision made at Level I, or if the decision is not made within ten
school days, the student or parent/guardian will refer the complaint to the Superintendent within ten school days. Such
complaints and appropriate records will be forwarded through the principals office.

Step 3
If the student or parent/guardian is dissatisfied with the decision made at Level 2, or if no decision is made within 15 school
days, the person will refer the complaint to the Board within 30 school days. A hearing examiner may be appointed by the
Board of Education to hear the appeal. It is recommended that the Board make every effort to render a decision at its next
regularly scheduled meeting, unless there is a mutually agreed upon extension.
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Levels of Interventions and Consequences
Determining Disciplinary Responses
School officials must consult this document when determining which disciplinary interventions and consequences to impose.
In determining how to best address inappropriate, unacceptable, and unskillful behaviors, it is necessary to evaluate the
totality of the circumstances surrounding the behavior. The following facts must be considered prior to determining the
appropriate assignment of consequences and interventions:
the students age and maturity
the students disciplinary record (including the nature of any prior misconduct, the number of prior instances of
misconduct)
the disciplinary consequences and interventions applied in prior behavior violations
the nature, severity and scope of the behavior
the circumstances/context in which the conduct occurred
the frequency and duration of the behavior
the number of persons involved in the behavior
the students IEP, BIP (Behavioral Intervention Plan) and 504 Accommodation Plan, if applicable
the students response to intervention
Differentiated responses to disciplinary problems are embedded within three levels of just and equitable practices under
which all students are treated fairly with respect, dignity and decency and without favor toward or prejudice against any one
group of students according to ability, talent, age, gender, developmental and acquired disabilities, race and ethnicity, socio-
economic status, religious and spiritual orientation, national origin and home language, sexual orientation, and indigenous
heritage.
In practical terms, this means that
All opportunities and interventions must be accessible to every student, including students with disabilities.
Consequences and interventions at Level 2 and Level 3 levels must be consistently applied across all groups of
students with fidelity and integrity.
Data must be transparent to determine the use and impact of all consequences and interventions, paying particular
attention to indicators of overuse and disproportionality of suspension among various student groups.
Where and When the Code Applies
The Syracuse Code of Conduct, Character, and Support applies to incidents that occur as follows:
in school and on school property during school hours,
before and after school, while on school property,
while traveling in vehicles funded by the SCSD
at all school-sponsored events regardless of the location
at non-school events when such behavior can be demonstrated to negatively affect the educational process or to
endanger the health, safety, morals, or welfare of the school community.
When misconduct involves communication, gestures or expressive behavior, the behavior violation applies to oral,
written or electronic communications, including but not limited to texting, e-mailing, and social networking.
21
Pre-Kindergarten through 2
nd
Grade:
Supporting Social Competencies and Addressing Behavior Concerns
Discipline is a necessary component of any classroom setting, whether in preschool or high school. Young children, though,
need much more structure than older students: their behavior is more impulsive, and they need help learning the rules that
go along with being part of a community of learners. If we think of discipline as a way to educate children about appropriate
behavior and social expectations, versus a way of punishment, many aspects of how to discipline children in early childhood
educational settings can seem natural and logical.
Social Competence in Early Childhood
Young children enter schools with a variety of experiences in their early lives. In addition, young children demonstrate a
range of developmental levels of their academic readiness; motor skills; speech and language proficiency and social
competence. This is absolutely normal. Young childrens social competence is necessary in order for them to have a
successful experience at school. Children learn to understand and conform to school behavioral expectations that are
appropriate to their specific age.
Social competence, like all other domains of development, grows and changes over time and is impacted by childrens
direct experiences through intentional instruction, guided conversation, and reinforcement of desired social skills. The
foundation for social competence is age-appropriate language and communication skills. It is essential that social and
emotional learning and behavior in our youngest learners is approached in the same manner as all other essential
academic skillsthrough daily instruction, support, and assessment of students individualized needs. Social and
emotional learning skills are purposefully planned for and taught within the early childhood educational program. Key
early childhood focus areas for social emotional learning include: friendship skills; empathy; managing emotions; and,
problem solving.
The Home-School Partnership
Families play a critical role in the success of childrens development of social competence. Before children begin
school, an orientation session is held for children and their families within the classroom setting. Parents / caregivers
and school staff exchange information about the various components of the school dayroutines, expectations,
procedures and how staff respond to childrens individual needs and the typical issues that arise during the school day.
Families become familiar with clear, concise language and terms that will be used with children in the school setting
(example: in this classroom we use walking feet or at school we use our words to solve problems) Parents also
provide essential information about their children to school personnel. This shared knowledge is the basis for strong
home-school partnerships that support consistent, developmentally appropriate, and individualized instruction for every
child.
When Behavior Concerns Arise.
It is normal for young children to occasionally hit, kick, or push other children as they are learning how to socialize with
others. When children engage in aggressive behaviors, teachers are expected to intervene by verbally asking
aggressive students to move away from other students, contacting an administrator immediately, and ensuring that
other students not involved are safe. Teachers are expected to help the child to understand what they did and learn to
correct the behavior in the moment.
When a specific behavior becomes a concern at school, an individualized approach to problem solving is used to teach
desired behaviors. This process begins with the collection of data related to the individual student. Teachers complete
a Teacher Concern Checklist that examines all areas of the specific childs development. The Checklist includes
observations of the childs Classroom Behaviors, Play Skills, Social and Emotional Learning, Speech and
Language, Gross Motor Skills, and Fine Motor/Sensory Processing. Additional information through classroom
observation conducted by an impartial observer may also be included in the data collection.
This information is carefully reviewed and discussed by a designated team that includes the young childs
parent/guardian. The goal of the team is to design a specific intervention plan for the individual young child focused on
teaching the desired social behaviors that will support a students success in the classroom and the school. The plan is
developed with a specific goal(s), for a specific period of time and includes a designated date for review. This cycle of
22
gathering and assessing data, making and implementing a plan, and monitoring the students progress supports an
individualized approach to social emotional learning.
When a Child Behaves Aggressively.
Aggressive behavior in young children is rarely an intentional act to harm another. Rather, aggressive acts are often a
result of childrens unskillful attempts to communicate what they want, what they need, and what they dont like. When
a child engages in a violent act that threatens or harms other children or makes the learning environment feel unsafe,
special procedures need to be in place to ensure that both children involved in the incident (the child who has been
threatened or hurt and the child who has engaged in the violent act) receive immediate attention and care. Parents can
expect that these actions will take place:
A staff person will temporarily remove the child who has engaged in the violent act immediately from the
environment to help the child regain a sense of calm so that the staff member can speak with the child about
the incident.
A staff person will speak to the child who has been threatened or harmed immediately to ensure that the child
has an opportunity to talk about the incident and to help the child regain a sense of safety.
Parents of children involved in the incident will be contacted and school staff will explain what happened before
the incident, share how adults responded to the incident, discuss the short-term plan for restoring a sense of
calm and safety, and discuss the longer-term plan for preventing similar incidents in the future.
Parents of either child involved in the incident can request a mediated conference with the other parent.

If a student engages in pervasive or egregious aggressive acts that cause injury or threaten childrens safety in the
classroom, the principal can request a District Consultation within 24 hours to determine the most appropriate
interventions up to and including a two day out-of-school suspension while the intervention plan is being developed.
Parents of students who have engaged in highly aggressive or dangerous behaviors are expected to be directly involved
in the intervention plan created to support their childs success.

Deleted: school
23
Grades 3 through 12: Levels of Behavior Concerns, Violations, Interventions, and Consequences

Level 1 incorporates universal school-
wide and classroom practices that
promote the development and practice
of pro-social behaviors, self-discipline,
habits of learning, and healthy well-
being. Through observation and
immediate responses, teachers aim to
prevent minor discipline problems from
becoming major disciplinary incidents.
Level 2 involves targeted interventions
and assigned consequences when a
students behavior violation warrants a
more focused behavioral response
beyond the immediate situation or
incident in the classroom or other
location. Assigned consequences
include assignment to the Behavior
Intervention Center and in-school
suspension.
Level 3A and 3B involve violent or
dangerous behavior violations that
seriously jeopardize school and
classroom safety and order. Students
who are experiencing high risk or
pervasive behavioral, academic, and
physical and mental health concerns are
assigned more intensive, individualized
interventions.
Assigned consequences include out-of-school suspension for grades 6-12 only, except when a student in
grades 3 to 5 engages in pervasive or egregious aggressive acts that threaten anyones safety on school
premises. In this situation, the school principal can request a District consultation within 24 hours to
determine the most appropriate interventions up to and including out-of-school suspension. Parents of
students who have engaged in highly aggressive or dangerous behaviors are expected to be directly involved
in the intervention plan created to support their childs success.
These policies apply to all students, grades 3 12, including all students with IEPs and 504 plans. Multiple incidents or
chronic violations of the same behavior will warrant more intensive interventions and more serious consequences.
Please see Glossary for more detailed behavior descriptions.
The interventions and consequences that are aligned with each level represent a menu of responses. Teachers and
administrators can select one or more responses in each level. Administrators, teachers, and student support team are
not expected to select and use all interventions in each level. Administrators, teachers, and student support team may
also use a lower level intervention when it is appropriate. They will strive to match students with interventions that are
the least intensive, while being the most effective. Interventions will be progress monitored and adjusted based on
student response.
The building principal or his or her designee must notify appropriate law enforcement of those violations which
constitute or may constitute a crime, and which, in his or her judgment, substantially affect the order or security of a
school, its students and/or its staff.

1

2




3A

3B
Behavior Concerns, Supports, and
Responses
Behavior
Violations,
Interventions and
Consequences
24
Alignment of Behavior Concerns to Behavior Supports and Responses
Multiple incidents or chronic violations of the same behavior will warrant
more intensive interventions and more serious consequences. Please
see Glossary for more detailed behavior descriptions.

































Level 1 Behavior Concerns Level 1 Behavior Supports and
Responses
Non-Compliance
Does not follow directions
Does not comply with classroom rules, norms,
and procedures
Refuses to respond to school staff directives,
questions or requests
Does not bring necessary materials to class
Non-Completion and Non-Participation
Does not attempt or complete assigned work
Does not maintain focus on task at hand
Does not participate in learning activities
Difficulties with Social Interaction
Demonstrates difficulty with getting along with
others
Does not work cooperatively in small and large
groups
Initiates or joins in side bar conversations,
interrupting, blurting out, talking out of turn
Plays around or goofs off with others
Engages in teasing, taunting, name-calling
Difficulties with Problem Solving
Demonstrates difficulty resolving problems
Does not make transitions or adjust to new
situations effectively
Difficulties with Self-regulation
Does not work silently or independently without
bothering others
Seeks attention inappropriately
Throws objects without physical injury to others
Makes excessive, distracting, or disruptive
movements or noises
Difficulties Communicating and Managing
Needs, Thoughts, and Emotions
Expresses needs and emotions inappropriately
Does not accept correction and feedback without
a fuss
Misinterprets instructional and social cues
Engages in confrontational arguing or back talk
Demonstrates difficulties empathizing with others
and accepting other points of view
Minor Hallway and Public Space Misconduct
Occasional Unexcused Absences, Tardiness,
Class Cutting
Re-Direct including: prompts, cues,
proximity, reminders, positive directives that
invite cooperation and self-correction;
Interruption of negative, inappropriate
speech and support to self-correct;
Prevention and defusion of confrontations
Use of Restorative Questions, Quick
Conference during class time to solve
problem, make a choice, and self-correct
Quick Assessment of what is impeding
student learning: Task mismatch; Confusion
about what to do; Skill gap; Frustration;
Distraction
Offer Choice when behavior persists
(Stop_____ and start______ and youre
good to go. Choose to continue and it a
write-up and conference with me.)
Progress Monitoring of desired behaviors
as needed
Restorative Conference between teacher
and student (might also include parent
and/or student support coach) to develop a
plan for improving behavior and
engagement in the classroom
Parent Notification, Discussion, and
Problem Solving via phone, email, text
message, or letter
Developmentally Appropriate
Interventions and Modifications that
match behavior and root causes including
sensory and motor interventions
Re-Set PASS to meet with student support
coach to cool down, regain equilibrium, and
return ready to learn
Submission of Observation notes with no
removal from classroom or other location
Request for Consultation with Student
Support Team Member or Grade Level
Team
Level 1

Level 1 behavior supports and
responses and Level 2 and Level
3A and 3B interventions and
consequences apply to all
students, grades 3-12, including
all students with IEPs and 504
Plans. For more information
regarding IDEA specific
requirements please see pages
__.
Deleted: Responsive
Deleted: before minor problem becomes major
disciplinary incident
25
Alignment of Behavior Concerns and Violations with Interventions and Consequences
These policies apply to all students, grades 3 12. Multiple incidents or chronic
violations of the same behavior will warrant more intensive interventions and more
serious consequences. Please see Glossary for more detailed behavior descriptions.
Possible one to two day IN-SCHOOL Suspension indicated by symbol.

Level 2 Behavior Violations Level 2 Interventions Level 2 Assigned Consequences
Academic Dishonesty: Plagiarism;
copying anothers work; cheating; altering
records
Alcohol, Drugs, Inhalants: Possession,
Under the influence
Bullying: Persistent and repeated
incidents targeted at same person or group

Electronic Bullying/Harassment: Used to
threaten or emotionally harm another
person
Excessive Absences / Truancy / Class
Cutting / Tardiness
Gambling
False Activation of Fire Alarm
Fighting with No Serious Bodily Injury:
All students involved engage in hitting,
kicking, punching the other person
Harassment: Single incident
Instruments or Objects Used as
Weapons without Injury
Leaving Classroom without Permission
Leaving School without Permission
Minor Physical or Verbal Aggression or
Threat without Injury: Offensive touching,
poking, pushing, shoving, physical
intimidation, verbal threats, persistent
teasing, taunting, name-calling
Non-Authorized or Inappropriate Use or
Misuse of School Equipment, School
Materials, and Electronic Devices
Persistent Confrontational and
Aggressive Arguing, Refusal,
Backtalk
Persistent Level 1 Behaviors
Serious Hallway and Public Space
Misconduct: Serious incidents that impact
safety and order
Theft less than $500
Throwing Large Objects; Destruction to
Personal or School Property; Vandalism
Tobacco Possession, Use, Sales
Unsafe Emotional Outburst or Rage
Verbal Aggression against School
Personnel: Name calling, profanity, insults,
offensive language, or gestures
Teacher facilitated interventions (See Level
1) including Restorative Conference within
48 hours when a student returns to class
after being removed
Student-teacher conference and plan
facilitated by Student Support Team
member
Informal consult between teacher and
Student Support Coach that might include
a classroom observationGrade level team
consultation with Student Support Team
member followed by conference with
student
Assignment of student support coach who
engages student in responsive
conferencing, coaching, behavior
replacement skill building, development of
positive mindsets, strengthening of
personal and social efficacy, and progress
monitoring
Mediation
Peer group sessions to address specific
issues
Restorative discipline conference or circle
facilitated by administrator or student
support team member that requires some
restorative action to repair the harm to
individuals or the community (apology of
words and action, restitution, service hours,
etc.)
School Intervention Team consultation to
determine intervention
Root cause assessment, individualized
psychological assessment, and trauma
assessment
Individualized case management for
students with IEPs and 504 plans
Referral and coordination as appropriate
with community-based supports and
agencies
Submission of Behavior Referral with no
removal from classroom
Incident investigation
Parent notification via phone, email, text
message or letter by administrator or staff
member
Conference with administrator, student
support coach, or teacher(s) and student
and/or parent
Assignment to Behavior Intervention
Center for interventions that match
students needs (No suspension)
Possible removal from classroom or other
location with Behavior Referral to
Behavior Intervention Center for
remainder of the period in grades 6-12 or
no more than one hour in grades 3-5
Possible school hearing (conference and
plan) with administrator, parent, student
that may include student advocate or
student support team member
Possible one to two day IN-SCHOOL
suspension only for those violations
indicated by the symbol.

Level 2
Deleted: Extortion/
Deleted: Incident investigation
Deleted:
Deleted: case conferencing
26

Alignment of Behavior Concerns and Violations with Interventions and Consequences
These policies apply to all students, grades 3 12. Multiple
incidents or chronic violations of the same behavior will warrant
more intensive interventions and more serious consequences.
Please see Glossary for more detailed behavior descriptions.




Level 3A Behavior Violations Level 3A Interventions Level 3A Assigned Consequences
Attack on Student with No Serious
Bodily Injury

Fighting with Serious Bodily Injury: All
students involved engage in hitting, kicking,
or punching the other person
Non-sexual Offensive Touching of
School Personnel
Persistent Verbal Aggression against
School Personnel
Theft more than $500
Verbal or Written Threat against School
Personnel

See Level 2 Interventions PLUS

Intensive intervention for pervasive
behavior that is seriously impeding
students success at school
Root cause, individualized
psychologicaland trauma assessment
District START Team consultation for
explosive/violent incident
Individual, family, or small group
counseling or treatment
Individualized case management for
students with IEPs and 504 plans
Referral to community-based programs,
interventions, and alternative placements
Comprehensive Student Success Plan
Alternative placement intervention and
plan
Immediate removal from classroom or other
location to Behavior Intervention Center
Incident investigation
Parent notification and conference with
administrator, student and parent.
Assignment to Behavior Intervention
Center for interventions that match students
needs (No suspension)
For grades 6 12, one to three day OUT-OF-
SCHOOL suspension with offer of PASS IN-
SCHOOL intervention program
For grades 3 5, if a student engages in
pervasive or egregious aggressive acts that
threaten anyones safety on school premises,
the school principal can request a District
consultation within 24 hours to determine the
most appropriate interventions up to and
including out-of-school suspension. Parents
of students who have engaged in highly
aggressive or dangerous behaviors are
expected to be directly involved in the
intervention plan created to support their
childs success.









Level 1 Promotion, Prevention and Intervention
Re-Direct including: prompts, cues, proximity, reminders, positive directives that invite cooperation
and self-correction; Interruption of negative, inappropriate speech and support to self-correct;
Prevention and defusion of confrontations
Use of Restorative Questions, Quick Conference during class time to solve problem, make a
choice, self-correct, Progress Monitoring as needed
Restorative Conference between teacher and student (might also include parent and/or student
support coach) to develop a plan for improving behavior and engagement in the classroom
Parent notification via phone, email, text message, or letter
Developmentally Appropriate Interventions and Modifications that match behavior and root
causes including sensory and motor interventions
Re-Set PASS to meet with student support coach before minor problem becomes major
disciplinary incident
Submission of Observation Report with no removal from classroom or other location




Level 2 and 3 Interventions
Teacher facilitated interventions
(See Level 1)
Incident investigation
Grade level team case conferencing
followed by conference with student
Assignment of student support
coach
Student support team facilitated
interventions that may include
individual, family, small group
counseling and treatment,
restorative conferencing, circles,
mediation, restitution, social and
emotional learning programs,
cognitive behavior replacement
interventions, sensory and motor
interventions
Root cause assessment,
individualized psychological
assessment, and trauma
assessment
Comprehensive student success
plan
Individualized case management for
students with IEPs and 504 plans
Referral and coordination as
appropriate with community-based
supports and agencies
Alternative placement intervention
and plan
Level 2 Assigned Consequences
Submission of Observation Report with no removal from classroom
Parent notification via phone, email, text message or letter by
administrator or staff member
Conference with administrator, student support coach, or teacher(s)
and student and/or parent
Assignment to Behavior Intervention Center for interventions that
match students needs (No suspension)
Possible removal from classroom or other location with Referral to
Behavior Intervention Center for remainder of the period in grades 6-
12 or no more than one hour in grades 3-5
Possible school hearing with administrator, parent, student (may
include student advocate or student support team member
Possible one to two day IN-SCHOOL suspension only for those
violations with an



Level 3A Assigned Consequences
Immediate removal from classroom or other location to Behavior
Intervention Center
Parent notification and conference with administrator and student and
parent
Assignment to Behavior Intervention Center for interventions that
match students needs (No suspension)
One to three day OUT-OF-SCHOOL suspension
Level 3B Assigned Consequences
Immediate removal from classroom or other location to Behavior
Intervention Center
Parent notification and conference with administrator and student and
parent
Three day OUT-OF-SCHOOL suspension with optional PASS IN-
SCHOOL intervention program
Level 3A
Deleted: Attack on Student with Serious Bodily
Injury with No Provocation: Hitting, kicking, or
punching another student with no provocation
Deleted: Student support team facilitated
interventions that may include individual, family,
small group counseling and treatment, restorative
conferencing, circles, mediation, restitution, social
and emotional learning programs, cognitive
behavior replacement interventions, sensory and
motor interventions
Deleted: assessment
Deleted: assessment,
Deleted: and coordination as appropriate with
Deleted: supports and agencies
27
Alignment of Behavior Concerns and Violations with Interventions and Consequences
These policies apply to all students, grades 3 12, including all
students with IEPs and 504 plans. Multiple incidents or chronic
violations of the same behavior will warrant more intensive
interventions and more serious consequences. Please see Glossary
for more detailed behavior descriptions.




Level 3B Behavior Violations Level 3B Interventions Level 3B Assigned Consequences
Alcohol, Drugs, Inhalants: Distribution
and sales
Attack on Student with Serious Bodily
Injury with No Provocation: Hitting,
kicking, or punching another student with
no provocation
Attack on Student with Serious Bodily
Injury with Provocation: Hitting,
kicking, or punching another student with
no provocation
Arson/Fire Related Offense
Bomb Threat
Extortion
Intentional Physical Attack on School
Personnel
Reckless Endangerment
Sexual Offense including Assault and
Sexual Harassment
Very Serious Verbal, Physical, or
Electronic Bullying or Harassment that is
life-threatening, seriously harmful or
personally damaging to the person who is
targeted
Weapons, Firearms, Explosives:
Possession, use, threat of use, distribution,
and sales
See Level 2 Interventions PLUS
Intensive intervention for pervasive
behavior that is seriously impeding
students success at school
Root cause, individualized psychological
and trauma assessment
Comprehensive Student Success Plan
District START Team consultation for
explosive/violent incident
Individual, family, or small group
counseling or treatment
Individualized case management for
students with IEPs and 504 plans
Referral to community-based programs,
interventions, and alternative placements
Alternative placement intervention and
plan

Immediate removal from classroom or other
location to Behavior Intervention Center
Incident investigation
Parent notification and conference with
administrator and student and parent
For grades 6-12, three day OUT-OF-
SCHOOL suspension with offer of PASS IN-
SCHOOL intervention program
For grades 6-12, possible five day OUT-OF-
SCHOOL suspension with District hearing to
request long-term suspension
For grades 3 5, if a student engages in
pervasive or egregious aggressive acts that
threaten anyones safety on school premises,
the school principal can request a District
consultation within 24 hours to determine the
most appropriate interventions up to and
including out-of-school suspension. Parents
of students who have engaged in highly
aggressive or dangerous behaviors are
expected to be directly involved in the
intervention plan created to support their
childs success.


Key Roles of School Teams and Individuals
To support a restorative and accountable orientation and the effective implementation of the Syracuse Code of Conduct,
Character, and Support, each school will establish the following teams.
Discipline/School Climate Team: The school team comprised of administrators, student support team members,
special education staff, teachers, parents, students and non-certified staff members who hold the vision for a safe, civil,
and respectful school climate and culture, assess the status and progress of major school climate initiative, present data
to the entire staff, and coordinate and organize activities and events that support a positive school climate and positive






Level 1 Promotion, Prevention and Intervention
Re-Direct including: prompts, cues, proximity, reminders, positive directives that invite cooperation
and self-correction; Interruption of negative, inappropriate speech and support to self-correct;
Prevention and defusion of confrontations
Use of Restorative Questions, Quick Conference during class time to solve problem, make a
choice, self-correct, Progress Monitoring as needed
Restorative Conference between teacher and student (might also include parent and/or student
support coach) to develop a plan for improving behavior and engagement in the classroom
Parent notification via phone, email, text message, or letter
Developmentally Appropriate Interventions and Modifications that match behavior and root
causes including sensory and motor interventions
Re-Set PASS to meet with student support coach before minor problem becomes major
disciplinary incident
Submission of Observation Report with no removal from classroom or other location




Level 2 and 3 Interventions
Teacher facilitated interventions
(See Level 1)
Incident investigation
Grade level team case conferencing
followed by conference with student
Assignment of student support
coach
Student support team facilitated
interventions that may include
individual, family, small group
counseling and treatment,
restorative conferencing, circles,
mediation, restitution, social and
emotional learning programs,
cognitive behavior replacement
interventions, sensory and motor
interventions
Root cause assessment,
individualized psychological
assessment, and trauma
assessment
Comprehensive student success
plan
Individualized case management for
students with IEPs and 504 plans
Referral and coordination as
appropriate with community-based
supports and agencies
Alternative placement intervention
and plan
Level 2 Assigned Consequences
Submission of Observation Report with no removal from classroom
Parent notification via phone, email, text message or letter by
administrator or staff member
Conference with administrator, student support coach, or teacher(s)
and student and/or parent
Assignment to Behavior Intervention Center for interventions that
match students needs (No suspension)
Possible removal from classroom or other location with Referral to
Behavior Intervention Center for remainder of the period in grades 6-
12 or no more than one hour in grades 3-5
Possible school hearing with administrator, parent, student (may
include student advocate or student support team member
Possible one to two day IN-SCHOOL suspension only for those
violations with an



Level 3A Assigned Consequences
Immediate removal from classroom or other location to Behavior
Intervention Center
Parent notification and conference with administrator and student and
parent
Assignment to Behavior Intervention Center for interventions that
match students needs (No suspension)
One to three day OUT-OF-SCHOOL suspension
Level 3B Assigned Consequences
Immediate removal from classroom or other location to Behavior
Intervention Center
Parent notification and conference with administrator and student and
parent
Three day OUT-OF-SCHOOL suspension with optional PASS IN-
SCHOOL intervention program
Possible five day OUT-OF-SCHOOL suspension with District hearing
Level 3B

Deleted: assessment
Deleted: assessment,
Deleted: and coordination as appropriate with
Deleted: supports and agencies
28
student behavior. The Discipline/School Climate Team discusses and approves the school wide discipline and student
support plan and has the responsibilities of reviewing discipline data regularly, making adjustments to the school wide
discipline plan, and addressing disciplinary concerns.
School Intervention Team: The school team that reviews student cases on a weekly basis to ensure that all students
have equitable access to services and interventions that they need. The school intervention team uses student data
and early warning criteria to identify students at greatest risk in order to implement targeted behavioral and mental
health interventions that are timely and predictable.
To support a restorative and accountable orientation and the effective implementation of the Syracuse Code of Conduct,
Character, and Support, each school will ensure that administrators and student support team members are identified to
serve in these roles.
Administrators: The principal and administrators serve as champions of all discipline and student support activities
and supervise the work of the teams essential to an integrated system of school wide discipline and student support.
Coordinator of Student Behavior: The Coordinator of Student Behavior will chair the Discipline/School Climate Team
and shall work with the Ombudsman to ensure compliance at his or her school with the Districts policies and this
Assurance. The Coordinator shall be available to work with the staff at his or her school to help determine appropriate
discipline in specific cases and shall also work in coordination with and seek guidance from the Ombudsman.
Lead Social Worker: A designated social worker who coordinates all support staff, both internal and external, and
leads the work of ensuring that all students have equitable access to services and interventions that they need. The
Lead Social Worker will also facilitate the intervention team in this work.
Student Support Coach: A student support team member (counselor, social worker, psychologist, student behavior
specialist, youth advocate, youth development specialist, case manager, or SPED collaborative teacher) or teacher
volunteer who provides coaching, skill instruction, and support to specific students who need an on-going intervention
and close progress monitoring.
DASA Coordinator and DASA Coach: A school administrator serves as the DASA (Dignity for All Students Act)
Coordinator to investigate and process all reported bullying and harassment incidents. The DASA coach is a student
support team member who ensures that all DASA prevention activities and DASA student interventions are delivered in
a timely manner.
Transition Coach: A student support team member (counselor, social worker, psychologist, student behavior
specialist, youth advocate, youth development specialist, case manager, or SPED collaborative teacher) or teacher
volunteer who provides coaching, skill instruction, and support to specific students who are returning from a short term
or long term suspension, alternative program, or juvenile facility or incarceration.

Level 1 Promotion, Skill-building and Prevention
School personnel are responsible for developing and using strategies that promote optimal learning and positive behavior
throughout a students school experience. Administrators, teachers, school counselors, social workers, psychologists and
other school staff are also expected to use promotion and prevention strategies to engage students, including students with
disabilities, that facilitate students academic and social-emotional growth, assist them in following school rules and policies,
and support correction when behavioral issues arise. If, at any time, school officials suspect that a students difficulties may
be the result of a disability which may require special education services, the student should be referred immediately to the
school Special Education Director/Coordinator and her team.
Teachers are expected to use Universal Tier 1 practices to create respectful, orderly, and productive classrooms through (1)
the development of develop caring, supportive relationships with and among students; (2) organizing and implementing
instruction in ways that optimize students access to learning; (3) using group management methods that encourage
students engagement in academic tasks; (4) promoting the development of students social skills and self-regulation; and
(5) using appropriate interventions to assist students with behavior problems.

29
Level 2 and 3 Interventions
Students receive Level 2 and Level 3 interventions during the school day. Restorative interventions focus on students
social problems that involve their relationships and social interactions with others. The goal is to build ones capacity to
account for ones behavior, empathize and take on the perspective of the other, engage in collaborative problem solving and
offer opportunities to make amends, repair the harm done, and restore ones good standing through right action. These
interventions can include a facilitated student-teacher conference, mediation, discipline circle, and community service and
restitution.
Restorative interventions also focus on students personal problems that may become barriers to being successful in
school. The goal is to help students to right themselves, self-correct, regain their equilibrium and resiliency (the capacity to
bounce back from challenging situations), increase their self-awareness, and strengthen their personal efficacy (the capacity
to regulate and manage themselves), and make a plan to get back on track. These interventions can include a reflection
and planning conference with a student, parent, and an administrator or student support team member, Check-in and
Check-out progress monitoring, development of individual behavior plans, referral to School Intervention Team, skill building
and risk-prevention groups and individual coaching, individual and group counseling, mentoring programs, comprehensive
student success plans, and referrals to community service providers, counseling services, and treatment programs.

Restorative Conferencing
Listening and speaking responsively are the basic building blocks of all restorative interventions. Restorative
conferencing provides the structure in which we listen and speak responsively. Restorative conferencing ranges from
informal one-to-one conferences to more formal processes like mediation, discipline circle, family group conference,
and school return long-term suspension or alternative placement. All of these conferencing structures create a safe
space in which people directly affected by an incident or problem can discuss it safely, openly, and honestly. All
restorative conferencing protocols involve a structured set of steps and questions to ensure that all participants feel
supported and all participants thoughts and feelings are invited into the process.
All school staff engage in informal one-to-one restorative conferencing. Having an adults undivided attention for a few
minutes is a restorative act in itself, because it immediately communicates to a student that she is valued and her
thoughts and feelings matter. One-to-one conferencing has the broadest application in schools, and, if used as an
early intervention by classroom teachers and student support coaches, it will reduce disruptive behaviors significantly.
Four restorative conferencing protocols address typical situations that prompt the need for a one-to-one student-adult
conference.
Restorative Conference Protocols
Social Discipline Conference
When a specific incident or behavior has harmed others and
prompts immediate attention
Personal Efficacy Conference
When a students unproductive or ineffective behaviors, habits,
or mindsets raise an adults concerns
1. What happened? (What was your part in what
happened?)
2. What were you thinking and feeling at the time?
3. Who else was affected by this? How?
4. What have been your thoughts/feelings since then?
What are you thinking/feeling now?
5. What do you want to do to make things right?
Optional: What can I (others) do to support you?
Optional: What might you do differently when this happens
again?

1. Heres what Ive been noticing. Whats going on for you?
2. What are you thinking or feeling about this?
3. What are some things you think I might be concerned
about? If the student is struggling with this say.
4. I am concerned about _________ and I am worried about
how this is impacting_______.
5. So what might be some things you can stop doing or start
doing to get better at ________?
6. How will you know that your plan is working?
Optional: What might I do to support you?
Deleted: Responsive
Deleted: Responsive
Deleted: Responsive
Deleted: responsive
Deleted: responsive
Deleted: responsive
30
Defusing Conference
When students are upset and their emotional state is making it
hard to focus and learn.
Problem Solving Conference
When the focus is on helping a student address a specific
academic or behavioral problem.
1. Ive noticed that you look upset (angry, frustrated, bored,
distracted). Whats going on with you?
2. Whats not working for you right now? Is there anything
else bothering you? Is there anything else that can help
me understand?
3. How are you feeling right now? How do you want to feel?
4. What you do to feel better / to be okay right now?
Optional: Is there something else we might talk about later that
would help?
1. What do you want?
2. What are you doing to get what you want?
3. Is it working?
4. What kind of plan will help you get _____________.
5. How will you know that your plan is working?
Optional: What can I do to support you?
Responsive conferencing supports these mindsets.
I have chosen to be a responsive listener in this situation.
I value the speaker who has the right to be listened to and taken seriously.
I bring my interest and curiosity about the speakers thinking with me. Im leaving my assumptions and pre-
judgments about the situation behind.
I affirm that everyone brings a piece of the truth to a specific problem or situation.
I seek to understand the situation from the speakers point of view, even though I may see it differently. I want to
know what youre thinking, what youre feeling, and what you need.
I can and will validate the speakers feelings.
I care more about the future than the past. I want to move forward.
I believe that a Win-Win outcome is possibleone that satisfies some important needs of people involved and
seeks to maintain or mend the relationship.

Behavior Intervention Center
Each school is expected to establish a Behavior Intervention Center that serves as an:
1. In-take location for students who need be removed from the classroom.
2. In-take location for students who have been traveling in public spaces without permission during class periods and
are temporarily removed to the Behavior Intervention Center before returning to class.
3. In-take location for students who have engaged in serious incidents of public space misconduct and need to be
temporarily removed from that space.
Students who have committed behavior violations serious enough to warrant immediate removal from the
classroom or other location will be escorted to the Behavior Intervention Center for the remainder of the class
period. An administrator will determine whether student returns to regular classes or remains in the Behavior
Intervention Center for the remainder of the day while a parent is being contacted. The administrator will contact a
student support team member or the students support coach to facilitate an in-take conference to defuse emotional
upset and discuss what the student will need to do to repair the harm, right oneself, and restore ones good
standing.
4. In-school suspension room for students assigned one to two days of in-school suspension.
Deleted: for
31
After in-take, students are expected to work on classroom assignments or other learning tasks during their
time in the Behavior Intervention Center.
5. A meeting place where students are met by a student support team member so that they can receive assigned
interventions. This is NOT lost instructional time, but rather an alternative learning opportunity that will support
students to get back on track. In the same way that some students receive more intensive academic supports and
interventions during regular instruction inside and outside of the classroom, some students also need additional
opportunities to develop social and emotional skills and mindsets that will support more responsible behavior and
greater success in school. To ensure timely assignment of interventions, the School Intervention Team will engage
in weekly meetings to review student data, identify students most in need of immediate and on-going interventions,
assign students with highest needs to a student support coach, and recommend specific interventions. Students
may be assigned to a morning or afternoon session in the Behavior Intervention Center so that student can receive
interventions with a member of Student Support Team during that time.
Re-Set Pass to Student Support Coach Each school establishes a RE-SET PASS system which enables teachers to
prevent problematic behaviors from becoming major incidents. If a student is experiencing challenges that are making it
difficult to engage in classroom learning, the teacher may contact a designated student support team member or the
students coach to escort student out of the classroom for a brief period to reflect on the situation, regain emotional balance,
and strategize how to re-enter class back on track. Students may ask for a RE-SET PASS to check in with their student
support coach or assigned counselor.
Comprehensive, Longer Term Interventions The Student Intervention Team will identify students who are experiencing
multiple problems (social, emotional, and academic challenges, personal distress and/or family crisis) that have become
barriers to functioning successfully at school. Within a week of students identification, the Student Intervention Team will
consult with a students teachers, parent, and others to determine components of a long-term intervention that will include a
Comprehensive Student Success Plan as well as other interventions that are facilitated by student support team members
within the school as well as referral for services provided by the District or external partner agencies.

Documentation Notes and Referrals
Level 1 Classroom Observation Notes
Classroom observation notes are submitted when a students behavior raises concerns and warrants documentation within
the schools disciplinary data base. Observation notes enable adults to share information about a student and provide data
that may reveal behavior patterns and trends that need to be addressed. They are not submitted to the District.
Level 2 and 3 Behavior Referrals
School referrals are submitted for two reasons. 1) When Level 2 and 3 behavior violations require immediate attention, but
do not require the immediate removal of a student from the location of the incident. 2) When Level 2 and 3 behavior
violations require immediate attention as well as the immediate removal of a student from the location of the incident.

Flow Charts of Assigned Disciplinary Consequences
Removal of Student from Classroom Procedures and Timeline
Short-Term In-School or One to Three Day Out-of-School Suspension Procedures and Timeline
Five Day Suspension and District Hearing Request Procedures and Timeline
Due Process for Students with Disabilities
Transition Timeline for Students Return to School after Long-Term Suspension or Time in Alternative
Placement or Juvenile Facility Procedures and Timeline
Appeal to
Superintendent
32
Removal of Student from Classroom
If students inappropriate, unacceptable or unskillful behavior is identified as a Level 2 or Level 3 violation and seriously jeopardizes students safety in
the classroom or seriously interrupts learning for a protracted period of time after other interventions have been attempted, the teacher may remove
student from the classroom.























IMMEDIATELY BY END OF DAY WITHIN 24 HOURS
WITHIN 48 HOURS OF
STUDENTS RETURN TO
CLASS
Incident Occurs
Administrative
Determination
Notification to
Parents
Restorative
Conference with
Teacher
Parent Request for
Conference
Teacher submits REFERRAL
and has until end of day to
complete details of the
referral.
Student is escorted from the
classroom to Behavior
Intervention Center for
INTAKE by safety personnel
or administrator.
For grades 3 to 5,
administrator determines time
in Behavior Intervention
Center, not to exceed 45
minutes.
For grades 6 to 12, removal is
for the remainder of the class
period unless administrator
extends removal because of
seriousness of incident.
Student is expected to
complete a REFLECTION
REPORT and other
educational activities during
their time in the Behavior
Intervention Center.
Within 48 hours of the
students return to
class, the teacher must
facilitate a one-to-one
conference with the
student OR arrange for
a student support team
member to facilitate a
conference between the
student and teacher to
discuss reasons for
removal and make a
plan to improve
students behavior and
engagement in the
classroom.
Teacher completes
conference log
documentation.
Teacher monitors
students progress
through timely verbal
and written feedback.
Within 24 hours of the incident, (Until
Monday close of school, if incident
occurred on Friday), parent can
request a phone or in-person
conference with the principal and/or
teacher to discuss reasons for
classroom removal and next steps to
resolve the problem.
Administrator
investigates the incident
including speaking with
the student and
determines whether
additional consequences
including immediate
suspension are
warranted.
If in-school-suspension or
out-of-school suspension
is warranted, administrator
must complete suspension
documentation.
If additional time in the
Behavior Intervention
Center is assigned for
further interventions,
administrator must
complete appropriate
documentation, discuss
reasons for further
interventions with student,
and assign scheduled time
in Behavior Intervention
Center.
Parent is notified by an
administrator of the
classroom removal by
telephone and in writing.
Communication must
inform parent that she/he
can request a conference
with an administrator
and/or teacher to discuss
reasons for classroom
removal.
The teacher submitting the
referral is expected to
make at least two attempts
to contact parent.
33

Short-Term In-School or One to Three Day Out-of-School Suspension Procedures and Timeline
If students inappropriate, unacceptable or unskillful behavior is identified as a Level 2 or Level 3 violation that warrants assignment of short term in-school
or out-of-school suspension, the following procedures and timeline must be followed.

























BY END OF DAY OF
INCIDENT
WITHIN 24 HOURS OF
INCIDENT
WITHIN 24 HOURS
AFTER PARENT
NOTIFICATION
WITHIN 48 HOURS OF
STUDENTS RETURN TO
CLASS
Administrative
Determination after
Incident Occurs
Suspension
Documentation and
Parent Notification
Suspension Begins
Interventions and
Re-entry
Parent Request for
Conference
Extremely serious or
dangerous Level 3 violations
require that student is
immediately removed from the
classroom or other location
and escorted to the Behavior
Support Center for INTAKE.
For other Level 2 and Level 3
violations that do not require
students immediate removal
from a classroom or other
location, adults referral to
Behavior Intervention Center
the same day as the incident.
Administrator investigates the
incident by gathering versions
of the facts and speaking with
student to determine if the
incident warrants:
1 2 Day In-School
Suspension OR
1 3 Day Out-of-School
Suspension OR
5 Day Out-of School
Suspension with Request
for District Hearing (See
chart on page _____)
All schools must have
restorative interventions
in place that address the
behaviors that resulted in
the suspension.
All school must have a
return from suspension
protocol in place for
students returning from
out-of-school suspension.
Parent can request a conference
with the principal to discuss
reasons for suspension, the
versions of the facts, actions taken
prior to suspension, assigned
interventions and students return
to school.
Appeal to
Superintendent
Parent or student can file a
written appeal to the
Superintendent within five
business days of the
suspension. The
Superintendent issues a
written decision regarding
the appeal within ten
business days of receiving
the appeal.

Student serves designated
days of:
In-school Suspension
OR
Out-of School Suspension
At home
At-home plus
attendance in the
PASS program
(Positive Alternative to
Student Suspension)
for several hours during
or after school
At an alternative
placement site

Suspension documentation
includes:
Recommended suspension
type and number of
assigned days
Student completion of
reflection report
Summary of evidence
including description of
behavior violation, incident
report, statements, video,
photographs, and any other
relevant materials or
testimony
Recommended
interventions during or after
suspension
Parent is notified by telephone
and in writing. Communication
must inform parent that
she/he can request a
conference with an
administrator to discuss
reasons for suspension,
actions taken prior to
suspension, assigned
interventions and return from
suspension.
34
Five Day Suspension and District Hearing Request Procedures and Timeline
If students inappropriate, unacceptable or unskillful behavior is identified as a Level 3 violation that warrants possible assignment of long-term suspension
of more than five days or other district assigned consequences, the following procedures and timeline must be followed.


























AFTER THE INCIDENT
WITHIN 5 DAYS OF
START OF 5 DAY
SUSPENSION
WITHIN 48 HOURS OF
RECEIVING HEARING
REQUEST
WITHIN 5 DAYS OF
STUDENTS INITIAL
SUSPENSION
Assignment of Initial
Five Day Suspension
District Hearing
Request from School
Superintendent
Decision and Parent
Notification
Superintendents
Hearing

All procedures required for
assignment of a short term
suspension must be
followed to assign a five
day suspension before
District Hearing process
can begin. (See chart on
page _______)
Appeal to
Superintendent
Submission of all Hearing
Request documentation:
Superintendent Hearing
Request form
Student completion of
reflection report
Summary of evidence
including description of
behavior violation,
incident report, witness
statements, video,
photographs, and any
other relevant materials
or testimony
Suspension letter sent to
parent
Recommended
interventions during or
after suspension
Parent is notified by
telephone and in writing.
Communication must inform
parent that she/he can
request a conference with
an administrator to discuss
reasons for suspension,
actions taken prior to
suspension, assigned
interventions and re-entry.
After review of Hearing
Request information,
Superintendents Office
approves or denies Hearing
Request for long-term
suspension.
If Hearing Request is
approved, a written notice
to participate in a
Superintendents Hearing is
sent to parent by express
mail within 48 hours of
receiving Hearing Request
documentation.
Written notice must include
time, date, and location of
Superintendents Hearing;
description of alleged
behavior violation, and
description of incident and
students actions; parents
and students right to be
represented by counsel,
present evidence, and
question witnesses
Participants include:
Hearing Officer,
administrator from
students school, student
and parent, and any
witnesses requested from
the school or from student
or parent.
In Phase 1 of the Hearing,
the Hearing Officer
determines whether
student is guilty or innocent
of alleged behavior
violation.
In Phase 2 of the Hearing,
the Hearing Officer
determines the
consequences and
interventions to be
assigned.
If Hearing Officer denies
request for long term
suspension, student
returns to school after the
5 day suspension.
Appeal
Parent or student can file a written
appeal to the Board of Education or the
State Commissioner of Education.
Deleted: PS
35
Appeal Process Procedure and Timeline for Superintendents Hearing Decision
Parents, guardians, custodians, persons who have the care custody or control of the child, or students over the age of 18 can be the petitioner. You should consider filing an appeal when
you believe that you did not receive the proper notice of the disciplinary hearing, the rules about the hearing process were not followed (for example, you were not permitted to question
witnesses who provided statements against you), or you believe that the decision was not supported by the evidence or is in violation of the law. A student cannot be punished for filing an
appeal. It is important to remember that you may not submit new evidence in support of your appeal.




WITHIN 10 DAYS AFTER
RECEIPT OF HEARING
NOTICE
An appeal must be submitted in
writing (a letter is acceptable)
and must be submitted to the
Syracuse City School District
Clerk.
The appeal letter must include
specific reasons why you believe
the Superintendents decision is
unfair, not supported by the
evidence presented at the
Superintendents Hearing, or not
allowed under by law. The Board
of Education only reviews the
evidence that was submitted at
the hearing, and will not consider
new evidence or arguments.
WITHIN 30 DAYS AFTER
RECEIPT OF THE
DECISION.
The petitioner must file and serve a
Notice of Petition, a Petition, and
any supporting Affidavit(s). The
petitioner must serve a District
Clerk, a member of the Board of
Education, and a designated person
from the Syracuse Superintendents
Office.
Five (5) days after serving the
petition, the petitioner must send
the original notice, petition, and
supporting documents to the NYS
Education Dept. Office of Counsel
with a $20 check made payable to
the State Education Dept. A form can
be submitted requesting that the
Commissioner waive the filing fee.
The petition must include a specific
explanation of the decision that was
made and why it is believed to be
unfair, not supported by the
evidence presented at the
Superintendents Hearing, or not
allowed by law. The petitioner must
also explain what relief he/she is
asking for from the Commissioner.
WITHIN 120 DAYS
AFTER RECEIPT OF THE
COMMISSIONER'S
DECISION
Petitioner may request that a
New York State Supreme Court
intervene through an Article
78 proceeding (Also called a
Special Proceeding).
The Article 78 Proceeding is
fairly complicated and it is
legal assistance is highly
recommended before starting
this type of processing.
One argument that can be
raised is that the
Commissioner didnt follow its
own rules when it made the
decision. Two of the other
arguments are 1) whether the
decision was arbitrary and
capricious" and 2) whether the
decision was not supported by
substantial evidence.
REVIEW OF
COMMISSIONERS DECISION
BY NYS COURT

APPEALING THE BOARD
OF EDUCATION DECISION

APPEALING THE
SUPERINTENDENTS
HEARING

36
Transition Timeline for Students Return to School after Long-Term Suspension or Time in Alternative Placement or Juvenile Facilities
To ensure a students optimal transition back to a regular school program, the following structures and procedures should be in place.


























ONE WEEK BEFORE
TRANSITION
FIRST DAY OF RETURN
TO SENDING SCHOOL
FIRST TWO WEEKS AT
SENDING SCHOOL
WEEKLY CHECK-INS AT
SENDING SCHOOL
Closure and
Orientation to
Receiving School
Student Return Student Progress
Student Progress
Student transition coach
continues to check in
weekly with student for
the remainder of the
semester and ensures
that student receives any
other support services
and youth development
opportunities that will
support success at
school.
Appeal to
Superintendent
Transition Coach from
receiving school or other
organization meets with
student for a
reflection/self-assessment
conference.
Transition Coach from
receiving school or other
organization meets with
student, parent, and
principal at the receiving
school to discuss goals for
transition and strategies to
avoid circumstances that
led to long-term exclusion
from school.
Transition Coach from
receiving school or other
organization meets with
student, parent, and
student support transition
coordinator to review daily
schedule and receive any
critical school documents
that will help clarify
expectations and support
a successful transition.
Student is assigned a
student transition coach
for the remainder of the
semester. Student
transition coach escorts
student to all classes on
the first day.
Student transition
coach checks in with
student at the end of
day to reflect on the first
day and set goals for
the week.
Students teachers
complete daily check in-
check out report daily for
the first two weeks.
Student transition coach
ensures that student
participates in any other
re-entry/orientation
activities that the school
provides.
Student transition coach
checks in with students
teachers weekly to
receive feedback
regarding students
transition.
Student transition coach
engages in AM check-in
and PM check-out every
day during first two
weeks.
Student transition coach
contacts parent at least
once during each of the
first two weeks to discuss
students transition back
to school.
37




General Procedures for Formal Hearing of Students with Disabilities or Presumed Disability
201.9(c) Procedures for suspensions of more than five school days (superintendent's hearings). Superintendent's
hearings on disciplinary charges against students with disabilities and students presumed to have a disability for
discipline purposes shall be bifurcated into a guilt phase and a penalty phase


Determination of Guilt Phase of Superintendents Hearing
Determines whether the student is guilty of the alleged misconduct

Determination student is guilty
of alleged misconduct
Determination student is not guilty
of alleged misconduct

Manifestation Determination
Meeting
CSE meeting held to review
students IEP and programming
Not a Manifestation
Student will be disciplined in the
same manner as a nondisabled
student but will continue to receive
IEP services
Manifestation
Superintendent hearing dismissed
Exception for charges of weapons, drugs or
serious bodily injury which will go to the
Penalty Phase
CSE meeting held to review
students IEP and programming
Penalty Phase of
Superintendents Hearing

Hearing officer
recommends a change in
placement to an IAES
Hearing officer recommends
return to school
38
Policies
Dress Code
Students are to dress in clothes that promote a safe and respectful learning environment. Clothes that create a disruptive
environment or cause a health or safety hazard are not appropriate and not acceptable at school. School personnel will
enforce this dress code.
Headwear Only for health, safety, or religious reasons
Shoes No bare feet
Clothing Cannot show profanity, obscenity, violence, or symbols of hate
Cannot promote alcohol, tobacco, or drugs
Cannot promote gang colors or gang-related signs
Cannot show underwear
Cannot show bare skin between upper chest and mid-thigh
Examples of inappropriate dress:
baseball caps
midriffs
pajama bottoms
tank tops
tobacco or alcohol brand T-shirts

Electronic Devices
Upon entering the school all electronic devices must turned off and not visible. The school staff may authorize appropriat e
use of electronic devices in class, when they are used for educational purposes only. Failure to follow the policy or give an
electronic device to school personnel when asked to do so will be considered a Level 1 offense and should not warrant a
removal from the educational program.

The misuse of electronic devices includes, but is not limited to, texting, sexting, verbal comments, graphic and symbolic
communication, written communication via email, instant messaging, blogging, and posting in web sites. Students may not
engage in electronic communication which demeans or ridicules on the bases of actual or perceived race, color, weight,
national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, or any other legally protected
status (cyberbullying). A violation of the misuse policy may warrant a Level 2 or 3 response depending on the severity of the
misuse.

Student Attendance
The Board of Education, in compliance with the State Education Law, requires that students regularly attend school on a full-
time basis from the first day of session in September of the school year in which they become six years of age. Also in
accordance with the State Education Law, the Syracuse City School District encourages the enrollment of children who have
turned five on or before December 1st. Students must be enrolled through the last day of the school year in which they
become sixteen years of age, unless they have completed a four-year high school course of study. Students may attend a
school other than a public school or receive home instruction, provided the instruction is equivalent to that given in the public
schools.
The Board of Education believes that regular attendance is a critical factor in student academic success. It is the District s
responsibility to work collaboratively with families to assist with identifying and removing barriers to regular attendance and
to communicate to families the importance of regular attendance.

Deleted: mid thigh
39
The following are considered excused absences: (Parents and/or guardians must provide a written note to the school that
explains the reason for the student being absent. This note should be provided to the school when the student returns.)
Sickness
Sickness or death in family
Impassable roads or weather
Religious holidays
Quarantine
Required to be in court or detention
Music lessons
Attendance at health clinics
Approved cooperative work program
Approved college visits
Military obligations

The following are considered unexcused absences:
Unlawful detention (when a student is absent with the knowledge and consent of his parent for other than a legal reason)
for example visiting, away, vacation, shopping, needed at home, no shoes, cold weather, overslept, etc.
Working
Missing the bus
Other absences not excused by principal
Suspension (if student is offered but does not attend alternative)

Corporal Punishment Statement

Corporal punishment is any act of physical force upon a student for the purpose of punishing that student. Corporal
punishment of any student by any district employee is strictly forbidden.

However, in situations where alternative procedures and methods that do not involve the use of physical force cannot
reasonably be used, reasonable physical force may be used to:

Protect oneself, another student, teacher or any person from physical injury.
Protect the property of the school or others.
Restrain or remove a student whose behavior interferes with the orderly exercise and performance of
school district functions, powers and duties, if that student has refused to refrain from further disruptive
acts.

Under such circumstances, the use of physical force shall not be deemed a form of corporal punishment.

The District will file all complaints about the use of corporal punishment with the Commissioner of Education in accordance
with Commissioners regulations.

School Resource Officers

School Resource Officers are active, certified law enforcement officers from the Syracuse Police Department
assigned to specific schools within the District. They work collaboratively with the school administrators and staff to
assist with the development of procedures designed to provide a safe, positive and productive learning and working
environment.

School Resource Officers have specific roles within the school. First, School Resource Officers are in a unique
position to provide guidance to the students and staff on law-related issues and to make referrals to the proper
agencies when follow-up is required. They support the educational mission of the District by conducting student
Deleted: Corporal Punishment was in here
twice. Took one out.

40
workshops on issues of public safety and the role of law enforcement. Secondly, it is their role to protect students
and staff by preventing criminal behavior and to deal with it thoroughly and expeditiously when it does occur.

School Resource Officers also have the obligation to address personal biases that may prevent equal treatment of
all students in the school or classroom setting. They must confront issues of bullying, discrimination, and
harassment or any situation that threatens the emotional or physical health or safety of any student, school
employee or any person who is lawfully on School Property or at a School Function, and, in a timely manner, report
incidents of bullying, discrimination and harassment that are witnessed or otherwise brought to their attention.

Any involvement of SRO or law enforcement must be reported to the Ombudsman and the Monitor.

Reporting Student Violations

Student Reporting Responsibility. All students are expected to promptly report violations of the Code of
Conduct, Character, and Support to teachers, guidance counselors, the principal or other adult staff member. Any
student observing a student possessing a weapon, alcohol or illegal substance on school property or at a school
function shall report this information immediately to a teacher, the principal or any other adult staff member.

Staff Reporting Responsibility. All District staff who are authorized to impose disciplinary sanctions are expected
to do so in a prompt, fair and lawful manner. District staff who are not authorized to impose disciplinary sanctions
are expected to promptly report violations of the Code of Conduct, Character, and Support to their supervisor, who
shall in turn impose an appropriate disciplinary sanction, if so authorized, or refer the matter to a staff member who
is authorized to impose an appropriate sanction.

Police Notification shall be in accordance with Article XI, below.
The building principal or his or her designee must notify appropriate law enforcement of those violations which
constitute or may constitute a crime, and which, in his or her judgment, substantially affect the order or security of a
school, its students and/or its staff, as soon as practicable. The notification may be made by telephone or direct
report, and may be followed by a letter. The notification must identify the student and explain the conduct which
violated the Code of Conduct and which constitutes or may constitute a crime.

Reporting requirements Specific to Discrimination, Harassment, Bullying, Cyberbullying and Retaliation.

a) The District will act to promptly investigate all complaints, verbal or written, formal or informal, of allegations of
discrimination, harassment, bullying and retaliation, and will promptly take appropriate action to protect individuals
from further discrimination, harassment, bullying and retaliation.
b) It is essential that any student who believes that he/she has been subjected to discrimination, harassment, bullying
or retaliatory conduct, as well as any individual who is aware of and/or who has knowledge of, or witnesses any
possible occurrence, immediately report the same to any staff member or administrator. The staff
member/administrator to whom the report is made (or the staff member/administrator who witnesses or suspects
discrimination, harassment, bullying or retaliatory conduct) shall document and take appropriate action to address
the situation immediately and shall promptly report in accordance with the following paragraphs.
i. The appropriate building Principal is the employee charged with receiving all reports of harassment,
bullying, discrimination or retaliation; however, students and parents may make an oral or written
complaint of harassment, bullying or discrimination to any teacher, administrator or school employee.
In the event that the Principal was the alleged offender, the report shall be directed to the
Superintendent.
ii. All complaints of alleged discriminatory, harassing, bullying or retaliatory conduct shall be:
Promptly investigated in accordance with the terms of the this Code of Conduct;
Forwarded to the building Dignity Act Coordinator for monitoring; and
41
Treated as confidential and private to the extent possible within legal constraints.
c) Upon receipt of a complaint (even an anonymous complaint), or if a District employee otherwise learns of any
occurrence of possible conduct prohibited by this Code, the District employee shall promptly and orally notify the
appropriate building Principal no later than one school day after such employee witnesses or receives the
complaint or learns of such conduct. Such employee shall also file a written report with the appropriate building
Dignity Act Coordinator no later than two school days after making such oral report.
d) After receipt of such complaint, the appropriate building Principal, or his/her designee, shall lead or supervise a
thorough investigation of the alleged discriminatory, harassing, bullying, or retaliatory conduct. The appropriate
building Principal or that persons designee shall ensure that such investigation is completed promptly and in
accordance with the terms of this Code. All complaints shall be treated as confidential and private to the extent
possible within legal constraints.
e) Based upon the results of the investigation, if the District determines that a District official, employee, volunteer,
vendor, visitor and/or student has violated this Code, or a material incident of harassment, bullying, discrimination
and/or retaliatory conduct has occurred, immediate corrective action will be taken as warranted. The District wil l
take prompt action reasonably calculated to end the violation, eliminate any hostile environment, create a more
positive school culture and climate, prevent recurrence of the behavior, and ensure the safety of the student or
students against whom such violation was directed.
f) The building principals shall provide a regular report, at least once during each school year, on data and trends
related to harassment, bullying and/or discrimination to the Superintendent of Schools.

Procedures for Enacting Assigned Consequences
In all cases, regardless of the consequence assigned, the school personnel authorized to assign the consequence must
inform the student of the alleged misconduct and must investigate the facts surrounding the alleged misconduct. All students
will have an opportunity to present their version of events prior to assigning a) time in the Behavior Intervention Center, b) in-
school suspension, c) out-of-school suspension, d) Pre-K-5 District consultation, or e) District hearing.

Provisions for Removal and Suspension
Teacher Removal of Student from the Classroom
A students behavior can affect a teachers ability to teach and can make it difficult for other students in the classroom to
learn. In most instances the classroom teacher can use redirection prompts and reminders or a quick check-in conference to
support students re-engagement. Other techniques may include providing the student with a brief time out in the classroom
or in an alternative setting or providing the student with a Re-set Pass to speak briefly with a student support team member.
In both of these situations, the goal is to give the student an opportunity to regain his or her composure and self-control in
order to return to the classroom ready to learn. These actions do no constitute a disciplinary removal for purposes of this
code.

On occasion, when a students inappropriate, unacceptable, or unskillful behavior is identified as a Level 2 or Level 3
violation and seriously jeopardizes other students safety in the classroom or seriously interrupts learning for a protracted
period of time after other interventions have been attempted, the teacher may remove a student from the classroom. This
includes physical attacks on any person, persistent verbal aggression against school personnel and persistent
confrontational and aggressive arguing, refusal, and back talk. (See Level 2, 3A, and 3B violations on pages____.)

Before removing student, the teacher must explain to the student why he or she is being removed from the classroom and
explain that the student will have an opportunity to present her or his version of the story in an investigation of the incident
within 24 hours. The referring teacher submits the Office Discipline Referral with student removal and has until end of day to
complete details of the referral that include documentation of what happened prior to and during the incident as well as any
prior responses or interventions that the teacher has attempted before this incident occurred. Each teacher must keep a
complete log (on a district provided form) for all cases of removal of students from his or her class. The teacher submitting
the referral is expected to make at least two attempts to contact parent and submit dates and times in a district provide
parent contact log.

42
The student is escorted from the classroom to Behavior Intervention Center for intake by safety personnel, school staff or an
administrator. The student is expected to complete a Reflection Report and other educational activities during her/his time
in the Behavior Intervention Center. For grades Pre-K to 5, an administrator determines time in Behavior Intervention
Center, not to exceed 45 minutes unless the administrator extends removal from regular classes because of the seriousness
of the incident. For grades 6 to 12, removal is for the remainder of the class period unless an administrator extends removal
from regular classes because of the seriousness of the incident. In all instances, the removal from regular classes ends at
the close of the school day. If the administrator who investigates the incident determines that other consequences are
warranted (including assigned time in the Behavior Intervention Center for appropriate interventions or while intervention is
being finalized, in-school suspension, or out-of-school suspension), the additional consequences go into effect the following
day after the student was removed from the classroom.

The administrator must fully investigate the incident within 24 hours, including hearing the teachers and students version of
the incident. If in-school-suspension or out-of-school suspension is warranted, the administrator must complete suspension
documentation. If additional time in the Behavior Intervention Center is assigned for further interventions, the administrator
must complete appropriate documentation, discuss reasons for further interventions with the student, and assign scheduled
time for student in the Behavior Intervention Center. The principal must keep a log of all removals of students from class.
No student removed from the classroom by a classroom teacher will be permitted to return to the classroom until the
principal has made a determination that any additional consequences are warranted. If the student is assigned to the
Behavior Intervention Center for additional class periods when student would otherwise be attending class with the referring
teacher, the referring teacher will provide educational assignments for the student until the student is permitted to return to
the classroom.

Within 24 hours after the students removal, the principal or another district administrator designated by the principal must
notify the students parents/guardians, by telephone and in writing, that the student has been removed from class and the
reason(s) why. The notice must also inform the parent/ guardian that he or she has the right, upon request, to meet
informally with the principal or an administrator to discuss the reasons for the removal. The written notice must be
postmarked within 24 hours of the students removal to the last known address for the parents/ guardians. Where possible,
notice should also be provided by telephone if the school has been provided with a telephone number(s) for the purpose of
contacting parents/guardians. The communication must inform the parent that she/he can request a conference with an
administrator and/or teacher to discuss reasons for classroom removal. Within 24 hours of the incident, (Until Monday close
of school, if incident occurred on Friday), the students parent can request a phone or in-person conference with the principal
and/or teacher to discuss reasons for classroom removal and next steps to resolve the problem.

The principal may require the teacher who removed the student from the classroom to attend an informal conference with
the student and parent. The goal of the informal conference is to explain why the student was removed, ensure that the
teacher and student can present their versions of the incident, respond to parent questions, and agree on next steps that the
student and teacher will take to resolve the problem. The informal meeting must be held within 48 hours of the students
removal. The timing of the informal meeting may be extended by mutual agreement of the parent/ guardian and principal.

If an informal conference with an administrator, student, and parent has not taken place, the teacher must facilitate a one-to-
one conference with the student within 48 hours of the students return to class OR arrange for a student support team
member to facilitate a conference between the student and teacher to discuss reasons for removal and make a plan to
improve students behavior and engagement in the classroom. The teacher is expected to complete the conference log
documentation and is expected to monitor the students progress through timely verbal and written feedback.

Removal of a student with a disability, under certain circumstances, may constitute a change in the students placement.
Accordingly, no teacher may remove a student with a disability from his or her class until he or she has verified with the
principal or another school administrator that the removal will not violate the students rights under state or federal law or
regulation. For additional information, refer to Section X, Students with Disabilities.
Suspensions

43
Suspension from athletic participation, extracurricular activities and other privileges
A student subjected to a suspension from athletic participation, extra-curricular activities or other privileges is not
entitled to a full hearing pursuant to Education Law 3214. However, the student and the students parent/guardian
will be provided with a reasonable opportunity for an informal conference with the district official imposing the
suspension to discuss the conduct and the assigned consequences involved.



In-school suspension
The Board recognizes the school must balance the need of students to attend school and the need for order in the
classroom to establish an environment conducive to learning. As such, the Board authorizes deans of students,
administrative interns, vice principals, principals, directors, executive directors, chiefs, assistant superintendents
and the Superintendent to place students who would otherwise be suspended from school as the result of a code of
conduct violation in in-school suspension. The in-school suspension program will be supervised by a staff
member designated by the principal.

A student subjected to an in-school suspension is not entitled to a full hearing pursuant to Education Law 3214.
However, the student and the students parent/guardian will be provided with a reasonable opportunity for an
informal conference with the district official with authority to impose the in-school suspension to discuss the conduct
involved and the assigned consequences.

Suspension from school
Suspension from school shall be imposed in accordance with the requirements of applicable law and this Code.

Suspension from school is a severe assigned consequences, which may be imposed only upon students who are
violent, or whose conduct otherwise endangers the safety, moral character, physical or mental health, or welfare of
others. The Board retains its authority to suspend students, but places primary responsibility for the suspension of
students with the Superintendent and the principals.

Any staff member may recommend to the Superintendent or the principal that a student be suspended. All
recommendations and referrals shall be made in writing unless the conditions underlying the recommendation or
referral warrant immediate attention. In such cases, a written report is to be prepared by end of day by the staff
member recommending the suspension.

The Superintendent or principal, upon receiving a recommendation or referral for suspension or when processing a
case for suspension, shall gather the facts relevant to the matter and record them for subsequent presentation, if
necessary.

Short-term (5 days or less) suspension from school
For grades 3 5, if a student engages in pervasive or egregious aggressive acts that threaten anyones safety on
school premises, the school principal can request a District consultation within 24 hours to determine the most
appropriate interventions up to and including out-of-school suspension. Parents of students who have engaged in
highly aggressive or dangerous behaviors are expected to be directly involved in the intervention plan created to
support their childs success.
For grades 6 12, when the superintendent or principal (referred to as the suspending authority) proposes to
suspend a student charged with misconduct for five days or less pursuant to Education Law 3214(3), the
suspending authority must immediately notify the student orally. If the student denies the misconduct, the
suspending authority must provide an explanation of the basis for the proposed suspension. The suspending
authority must also notify the students parent/guardian in writing that the student may be suspended from school.
Notice should also be provided by telephone if the school has been provided with a telephone number(s) for the
purpose of contacting the parent/guardian.
44
The notice shall provide a description of the charges against the student and the incident for which suspension is
proposed and shall inform the parents/guardians of the right to request an immediate informal conference with the
suspending authority where the parents/guardians, upon request, shall be permitted to ask questions of
complaining witnesses under such procedures as the suspending authority may establish. The notice and
opportunity for informal conference shall be provided prior to the suspension unless the students continuing
presence in the school poses a continuing danger to persons or property, or an ongoing threat of disruption. Where
the students continuing presence in the school poses a continuing danger to persons or property, or an ongoing
threat of disruption, the student may be immediately suspended and the notice and informal conference shall be
afforded as soon as reasonably practicable. Both the notice and informal conference shall be in the dominant
language or mode of communication used by the parents/guardians. If the informal conference is requested, it will
be scheduled at the earliest convenience of the suspending authority.

After the conference, the suspending authority shall promptly advise the parents/guardians of his or her decision,
which may be in writing. The suspending authority shall advise the parents/guardians that if they are not satisfied
with the decision and wish to pursue the matter, they must file a written appeal to the Superintendent within five
business days, unless they can show extraordinary circumstances precluding them from doing so. The
Superintendent shall issue a written decision regarding the appeal within 10 business days of receiving the appeal.
If the parents/guardians are not satisfied with the Superintendents decision, they must file a written appeal to the
Board of Education with the District Clerk within 10 business days of the date of the Superintendents decision,
unless they can show extraordinary circumstances precluding them from doing so. Final decisions of the Board
may be appealed to the Commissioner within 30 days of the decision.

Alternative Programs

When a student of compulsory attendance age is suspended from school pursuant to Education Law 3214, the principal
will take steps to provide continued educational programs and activities, alternative means of instruction, for the student.
The alternative instruction may be provided by personnel in the school, or at an alternative site, by home instruction, or by a
school suspension instruction program. The alternative instruction shall begin as soon as practicable, but in no event later
than the third day of suspension. The method of alternative instruction shall be appropriate to the circumstance (e.g., long-
term, short-term, in-school suspension, or removal from class). In all cases, it shall be incumbent on the principal and
building staff to ensure that alternative instruction is provided to each eligible student, and that each student has course
assignments available for him or her for the period of removal or suspension; and that upon return to regular classes those
assignments are turned in, within the same time frames as provided for make-up opportunities in the case of excused
absence. When a student of compulsory age is suspended for more than five days, the superintendent will make a final
decision regarding placement in an alternative setting. When a student above compulsory attendance age is suspended
from school, the District will consider providing alternative instruction on a case-by-case basis.

Positive Alternative to Student Suspension (PASS):
The PASS Program is available for any student who has been suspended out of school for less than five days.
Students have the opportunity to make up and complete work while on suspension in the program. In most schools,
PASS operates each day after school. PASS is offered two hours per day for secondary students and one hour per
day for elementary students. Students are offered the opportunity to attend the PASS Program at the time of
suspension.

Long-term (more than five days) suspension from school
When the Superintendent, or his/her designee, determines that a suspension for more than five days may be
warranted, he or she shall give reasonable notice to the student and the students parents/guardians of their right to
a fair hearing. At the hearing the student shall have the right to be represented by counsel, the right to question
witnesses against him or her and the right to present witnesses and other evidence on his or her behalf. If the
Board determines to conduct the fair hearing itself, it must provide the required notice of hearing.
The Superintendent may personally hear and determine the proceeding or may, in his or her discretion, designate a
hearing officer to conduct the hearing. The hearing officer shall be authorized to administer oaths and to issue
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subpoenas in conjunction with the proceeding before him or her. A record of the hearing shall be maintained, but
no stenographic transcript shall be required. A tape recording shall be deemed a satisfactory record. The hearing
officer shall make findings of fact and recommendations as to the appropriate measure of discipline to the
superintendent. The report of the hearing officer shall be advisory only, and the Superintendent may accept all or
any part thereof. The Superintendent shall render a written determination.
An appeal of the decision of the Superintendent may be made to the Board. The Board will make its decision based
solely upon the record before it. All appeals to the Board must be in writing and submitted to the District Clerk
within 10 business days of the date of the Superintendents decision, unless the parents/guardians can show that
extraordinary circumstances precluded them from doing so. The Board may adopt in whole or in part the decision
of the superintendent. Final decisions of the Board may be appealed to the Commissioner within 30 days of the
decision.

Permanent suspension
Permanent suspension is reserved for extraordinary circumstances including, but not limited to, where a students
conduct poses a life-threatening danger to the safety and well-being of other students, school personnel or any
other person lawfully on school property or attending a school function.


Discipline of Students with Disabilities
Authorized Suspensions or Removals of Students with Disabilities
1. For purposes of this section of the code of conduct, the following definitions apply.
A suspension means a suspension pursuant to Education Law 3214.
A removal means a removal for disciplinary reasons from the students current educational placement other than
a suspension and change in placement to an interim alternative educational setting (IAES) ordered by an impartial hearing
officer because the student poses a risk of harm to himself or herself or others.
An IAES means a temporary educational placement for a period of up to 45 days, other than the students current
placement at the time the behavior precipitating the IAES placement occurred, that enables the student to continue to
progress in the general curriculum, although in another setting, to continue to receive those services and modifications,
including those described on the students current individualized education program (IEP), that will enable the student to
meet the goals set out in such IEP, and include services and modifications to address the behavior which precipitated the
IAES placement that are designed to prevent the behavior from recurring.
2. School personnel may order the suspension or removal of a student with a disability from his or her current educational
placement as follows:
a. The board, the district (BOCES) superintendent of schools, superintendent or a building principal may order the
placement of a student with a disability into an IAES, another setting or suspension for a period not to exceed five
consecutive school days and not to exceed the amount of time a non-disabled student would be subject to suspension for
the same behavior.
b. The superintendent may order the placement of a student with a disability into an IAES, another setting or
suspension for up to 10 consecutive school days, inclusive of any period in which the student has been suspended or
removed under subparagraph (a) above for the same behavior, if the superintendent determines that the student has
engaged in behavior that warrants a suspension and the suspension or removal does not exceed the amount of time non-
disabled students would be subject to suspension for the same behavior.
c. The superintendent may order additional suspensions of not more than 10 consecutive school days in the same
school year for separate incidents of misconduct, as long as those removals do not constitute a change of placement.
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d. The superintendent may order the placement of a student with a disability in an IAES to be determined by the
committee on special education (CSE), for the same amount of time that a student without a disability would be subject to
discipline, but not more than 45 days, if (i) the student carries or possesses a weapon to or at school, school premises or t o
a school function, or (ii) the student knowingly possesses or uses illegal drugs or sells or solicits the sale of a controlled
substance while at school, on school premises, or at a school function, or (iii) the student has inflicted serious bodily injury
upon another person while at school, on school premises, or at a school function..
1) Weapon means the same as dangerous weapon under 18 U.S.C. 930(g)(w) which includes a weapon,
device, instrument, material or substance, animate or inanimate, that is used for, or is readily capable of causing
death or serious bodily injury, except...[for] a pocket knife with a blade of less than 2 1/2 inches in length.
2) Controlled substance means a drug or other substance identified in certain provisions of the federal Controlled
Substances Act specified in both federal and state law and regulations applicable to this policy.
3) Illegal drugs means a controlled substance except for those legally possessed or used under the supervision of
a licensed health-care professional or that is legally possessed or used under any other authority under the
Controlled Substances Act or any other federal law.
4) Serious bodily injury means bodily injury which involves a substantial risk of death, extreme physical pain,
protracted and obvious disfigurement or protracted loss or impairment of the function of a bodily member, organ or
mental faculty.5) Subject to specified conditions required by both federal and state law and regulations, an
impartial hearing officer may order the placement of a student with a disability in an IAES setting for up to 45 days
at a time, if maintaining the student in his or her current educational placement is substantially likely to result in
injury to the student or others.

B. Change of Placement Rule
1. A disciplinary change in placement means a suspension or removal from a students current educational placement
that is either:
a. for more than 10 consecutive school days; or
b. for a period of 10 consecutive school days or less if the student is subjected to a series of suspensions or
removals that constitute a pattern because they cumulate to more than 10 school days in a school year and
because of such factors as the length of each suspension or removal, the total amount of time the student is
removed and the proximity of the suspensions or removals to one another.
2. School personnel may not suspend or remove a student with disabilities if imposition of the suspension or removal
would result in a disciplinary change in placement based on a pattern of suspension or removal.
However, the district may impose a suspension or removal, which would otherwise result in a disciplinary change in
placement, if the CSE has determined that the behavior was not a manifestation of the students disability, or the student is
placed in an IAES for behavior involving weapons, illegal drugs or controlled substances, or serious bodily injury.

C. Special Rules Regarding the Suspension or Removal of Students with Disabilities
1. The districts Committee on Special Education shall:
a. Conduct functional behavioral assessments to determine why a student engages in a particular behavior, and
develop or review behavioral intervention plans whenever the district is first suspending or removing a student
with a disability for more than 10 school days in a school year or imposing a suspension or removal that
constitutes a disciplinary change in placement, including a change in placement to an IAES for misconduct
involving weapons, illegal drugs or controlled substances.
If subsequently, a student with a disability who has a behavioral intervention plan and who has been suspended
or removed from his or her current educational placement for more than 10 school days in a school year is
subjected to a suspension or removal that does not constitute a disciplinary change in placement, the members
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of the CSE shall review the behavioral intervention plan and its implementation to determine if modifications are
necessary.
If one or more members of the CSE believe that modifications are needed, the school district shall convene a
meeting of the CSE to modify such plan and its implementation, to the extent the committee determines
necessary.
b. Conduct a manifestation determination review of the relationship between the students disability and the
behavior subject to disciplinary action whenever a decision is made to place a student in an IAES either for
misconduct involving weapons, illegal drugs or controlled substances or because maintaining the student in his
current educational setting poses a risk of harm to the student or others; or a decision is made to impose a
suspension that constitutes a disciplinary change in placement.

2. The parents of a student who is facing disciplinary action, but who has not been determined to be eligible for
services under IDEA and Article 89 at the time of misconduct, shall have the right to invoke applicable procedural
safeguards set forth in federal and state law and regulations if, in accordance with federal and state statutory and
regulatory criteria, the school district is deemed to have had knowledge that their child was a student with a
disability before the behavior precipitating disciplinary action occurred. If the district is deemed to have had such
knowledge, the student will be considered a student presumed to have a disability for discipline purposes.
a. The superintendent, building principal or other school official imposing a suspension or removal shall be
responsible for determining whether the student is a student presumed to have a disability.
b. A student will not be considered a student presumed to have a disability for discipline purposes if, upon receipt
of information supporting a claim that the district had knowledge the student was a student with a disability, the
district either:
1) conducted an individual evaluation and determined that the student is not a student with a disability, or
2) the parent of the student has refused services; or
3) the parent of the student has not allowed an evaluation of the student pursuant to Section 200.4 of the
Commissioners Regulations.
If there is no basis for knowledge that the student is a student with a disability prior to taking disciplinary measures
against the student, the student may be subjected to the same disciplinary measures as any other non-disabled
student who engaged in comparable behaviors.
However, if a request for an individual evaluation is made while such non-disabled student is subjected to a
disciplinary removal, an expedited evaluation shall be conducted and completed in the manner prescribed by
applicable federal and state law and regulations. Until the expedited evaluation is completed, the non-disabled
student who is not a student presumed to have a disability for discipline purposes shall remain in the educational
placement determined by the district, which can include suspension.
3. The district shall provide parents with notice of disciplinary removal no later than the date on which a decision is
made to change the placement of a student with a disability to an IAES for either misconduct involving weapons,
illegal drugs or controlled substances or because maintaining the student in his/her current educational setting
poses a risk of harm to the student or others; or a decision is made to impose a suspension or removal that
constitutes a disciplinary change in placement.
The procedural safeguards notice prescribed by the Commissioner shall accompany the notice of disciplinary
removal.
4. The parents of a student with disabilities subject to a suspension of five consecutive school days or less shall be
provided with the same opportunity for an informal conference available to parents of non-disabled students under
the Education Law.
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5. Superintendent hearings on disciplinary charges against students with disabilities subject to a suspension of more
than five school days shall be bifurcated into a guilt phase and an assigned consequences phase in accordance
with the procedures set forth in the Commissioners regulations incorporated into this code.
6. The removal of a student with disabilities other than a suspension or placement in an IAES shall be conducted in
accordance with the due process procedures applicable to such removals of non-disabled students, except that
school personnel may not impose such removal for more than 10 consecutive days or for a period that would result
in a disciplinary change in placement, unless the CSE has determined that the behavior is not a manifestation of
the students disability.
7. During any period of suspension or removal, including placement in an IAES, students with disabilities shall be
provided services as required by the Commissioners regulations incorporated into this code.

D. Expedited Due Process Hearings
1. An expedited due process hearing shall be conducted in the manner specified by the Commissioners regulations
incorporated into this code, if:
a. The district requests such a hearing to obtain an order of an impartial hearing officer placing a student with
a disability in an IAES where school personnel maintain that it is dangerous for the student to be in his or
her current educational placement, or during the pendency of due process hearings where school
personnel maintain that it is dangerous for the student to be in his or her current educational placement
during such proceedings.
b. The parent requests such a hearing from a determination that the students behavior was not a
manifestation of the students disability, or relating to any decision regarding placement, including but not
limited to any decision to place the student in an IAES.
1) During the pendency of an expedited due process hearing or appeal regarding the placement of
a student in an IAES for behavior involving weapons, illegal drugs or controlled substances, or on
grounds of dangerousness, or regarding a determination that the behavior is not a manifestation
of the students disability for a student who has been placed in an IAES, the student shall remain
in the IAES pending the decision of the impartial hearing officer or until expiration of the IAES
placement, whichever occurs first, unless the parents and the district agree otherwise.
2) If school personnel propose to change the students placement after expiration of an IAES
placement, during the pendency of any proceeding to challenge the proposed change in
placement, the student shall remain in the placement prior to removal to the IAES, except where
the student is again placed in an IAES.
2. An expedited due process hearing shall be completed within 15 business days of receipt of the request for a
hearing. Although the impartial hearing officer may grant specific extensions of such time period, he or she must
mail a written decision to the district and the parents within five business days after the last hearing date, and in no
event later than 45 calendar days after receipt of the request for a hearing, without exceptions or extensions.

E. Referrals to External Agencies and Institutions

Counseling and Human Services Agencies:
SCSD staff may be a resource to students, parents and families for referrals of students to counseling and human services
agencies.

PINS Petitions:
The district may file a PINS (person in need of supervision) petition in Family Court on any student under the age of 18 who
demonstrates that he or she requires supervision and treatment by:
Being habitually truant and not attending school as required by part one of Article 65 of the Education Law.
Deleted: a
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Engaging in an ongoing or continual course of conduct which makes the student ungovernable, or habitually disobedient
and beyond the lawful control of the school.
Knowingly and unlawfully possesses marijuana in violation of Penal Law 221.05. A single violation of 221.05 will be a
sufficient basis for filing a PINS petition.

Juvenile Delinquents and Juvenile Offenders:
In accordance with Education Law Section 3214(3)(d), where a student has been determined to have brought a weapon (as
defined in the Education Law) to school, the superintendent is required to refer such student under the age of 16 to the
County Attorney, except for any student 14 or 15 years old who qualifies for juvenile offender status under the Criminal
Procedure Law 1.20 (42), .The superintendent is required to refer students age 16 and older or any student 14 or 15 years
old who qualifies for juvenile offender status to the appropriate law enforcement authorities.


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Glossary of Terms
Academic Dishonesty Includes plagiarism; copying anothers work; altering records and cheating by providing, receiving or
viewing answers to quiz or test items or independent assignments, using texts, documents, notes, or notebooks during tests
without permission from a staff member.
Attack on Student A student or students set upon another student in a forceful, hostile or aggressive way with or without
provocation.
Behavior Intervention Center Each school is expected to establish a Behavior Intervention Center that serves as an:
1. In-take location for students who need be removed from the classroom.
2. In-take location for students who have been traveling in public spaces without permission during class periods and are
temporarily removed to the Behavior Intervention Center before returning to class.
3. In-take location for students who have engaged in serious incidents of public space misconduct and need to be
temporarily removed from that space.
4. In-school suspension room for students assigned one to two days of in-school suspension.
5. A meeting place where students are met by a student support team member so that students can receive assigned
interventions.
After in-take, students are expected to work on classroom assignments or other learning tasks during their time in the
Behavior Intervention Center.
Behavior Violations Student behaviors that are inappropriate (not appropriate in school setting), unacceptable (not
acceptable in any setting), or unskillful (behavior not yet learned or behavior demonstrated unskillfully) that warrant
predictable and timely interventions and consequences.
Bomb Threat The making of threats or providing false information about the presence of explosive materials or devices on
school property without cause in writing, in person or by phone, including text messaging
Bullying Repeated intentional acts done willfully, knowingly and with deliberation, by individuals or an individual, that target
and harm another person physically or emotionally. Bullying is characterized by an imbalance of power between two
students. If two students are equally engaged in an altercation, this is not a bullying situation, but instead considered a
"conflict" between the two students. Because the act of bullying involves repeated actions intended to target, intimidate, or
harm an individual, it is different than a one-time Attack on Student.
Color The term refers to the apparent pigmentation of the skin, especially as an indication or possible indication of race.
Community Service An unpaid service for the benefit of the public that is performed as part (or all) of the intervention
associated with a specific behavior violation.
Consequence A result that follows from an action or condition
Controlled Substance A drug or other substance identified under schedule I, II, III, IV, or V in section 202 (c) of the
Controlled Substances Act (21 U.S.C. section 812[c]) (United States Code, 1994 edition, volume 11; Superintendent of
Documents, U.S. Government Printing Office, Washington, D.E. 20402-9328: 1995 available at the Office of Vocational
and Educational Services for Individuals with Disabilities, Room 1624, One Commerce Plaza, Albany, NY 12234)
Criminal Behavior Any behavior that is considered a violation against municipal, state, or federal laws.
Cutting Class Unauthorized absence from a mandatory class or school activity or function.
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Dangerous Implements Any implement or substance used as a weapon to inflict bodily harm, including any objects or
implement capable of causing harm or used in such a way as to cause harm to another; this includes but is not limited to
laser pointers, pencil and scissors
Denial of Bus Transportation The temporary or permanent withholding of bus transportation. During th period of denial of
school bus transportation, parents or legal guardians are responsible for transporting the student to and from school.
Denial of Driving Privileges The removal of permission to drive on school property for a specified period of time.
Dignity Act Coordinator An employee designated by the Board who ensures full compliance with the Dignity for All
Students Act and also refers to designated Dignity Act Coordinators in every school who coordinate and manage all written
documentation, processing, school actions and interventions involved in enforcing the Dignity for All Students Act.
Disability (a) a physical, mental or medical impairment resulting from anatomical, physiological, genetic or neurological
conditions which prevents the exercise of a normal bodily function or is demonstrable by medically accepted clinical or
laboratory diagnostic techniques; or (b) a record of such an impairment; or (c) a condition regarded by others as such an
impairment, provided, however, that in all provisions of District Policy dealing with employment, the term must be limited to
disabilities which, under the provision of reasonable accommodation, do not prevent the complainant from performing in a
reasonable manner the activities involved in the job or occupation sought or held. Education Law 11(4) and Executive Law
292(21).
Discrimination Discrimination against any student by a student or students and/or employee or employees on School
Property or at a School Function, including, but not limited to, discrimination based on a persons actual or perceived race,
color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, sex, or any other
protected class.
Discipline A system of rules of conduct, training, practice, and instruction that supports and sustains positive behaviors and
self-discipline.
Discipline and Student Support Systems Team The team that includes all student support staff (VPs, counselors, social
workers, youth advocates, case managers, etc.) who work collaboratively as one coherent teamsharing data, using the
same common language, committing to the same goals and approach to discipline and student support, and engaging in the
same set of practices that support personal, social, and academic efficacy and improved student behavior.
Disruptive, Disorderly, Disobedient, Disrespectful, Defiant, Insubordinate, or Violent Student The revised Code
discourages the use of these descriptors to label students because they are open to wide interpretation by individual staff
members. These descriptors do not provide useful data that can help determine the right consequences and interventions
that match a specific behavior. The revised Code encourages all staff to use the most precise language possible to describe
specific behavior concerns and violations.
Electronic Bullying or Harassment The use of information and communication technologies- e-mail, cell phones, pagers,
chat rooms, text messages, instant message, personal website or blogs, personal pulling sites or a combination of these or
any other electronic means to support deliberate, repeated and hostile behavior by an individual or group with the intention
of physically or psychologically intimidating and/or harming others. Electronic bullying or harassment includes, but is not
limited to the following misuses of technology:
harassing, teasing, intimidating, threatening, or terrorizing another student by way of any technological tool, such
as sending or posting inappropriate or derogatory email messages, instant messages, text messages, digital
pictures or images, or website postings (including blogs).
sending mean, vulgar or threatening messages or images;
posting sensitive, private information about another person;
pretending to be someone else in order to make that person look bad.
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Electronic bullying or harassment involving District students may occur on School Property, or off School Property. It may
involve student use of the District internet system, or student use of personal digital services including, but not limited to:
cell phones, digital cameras, personal computers and electronic tools.
Incidents considered to be electronic bullying or harassment can have any of these effects:
Causing physical, social/relational, emotional or mental harm to a student;
Placing a student in reasonable fear of physical, emotional or mental harm;
Placing a student in reasonable fear of damage to, or loss of, personal property; and/or
Interfering with a students educational performance and/or denying or limiting a students ability to participate in
or to receive benefits, services or opportunities in District programs.
Emotional Harm In the context of Harassment or Bullying means harm to a students emotional well-being through the
creation of a hostile school environment that is so severe or pervasive as to unreasonably and substantially interfere with a
students education.
Employee Any person receiving compensation from a school district or employee of a contracted service provider or worker
placed within the school under a public assistance employment program, pursuant to title nine B of the article five of the New
York State Social Services Law, and consistent with the provisions of such title for the provision of services to such district,
its students or employees, directly or through contract, whereby such services performed by such person involve direct
student contact (Education Law 11 (4) and 1125(3))
Ethnic Group A group of people who identify with each other through a common heritage including language, culture, and
often a shared or common religion and or ideology that stresses ancestry
Ethnicity or National Origin Harassment A negative act or verbal expression toward an individual or group of the same
race or national origin who share common or similar traits, languages, customs and traditions, based upon race, national
origin, customs and traditions
Excessive Absences, Truancy, Class Cutting, Tardiness Each school will determine policies and interventions for
students who accumulate multiple absences and tardiness during any grading period throughout the year.
Expectations An expression of a strong beliefs what people are capable of doing and achieving. Expectations are
normative and aspirational. They provide enduring guidelines for how we should present and express ourselves, how we
should behave, how we learn and what we should achieve. Positive language is always used to craft expectations.
Extortion Theft using coercion, which includes obtaining money or property from another student through coercion,
intimidation or threat of physical harm.
Gambling Participation in games of chance, including but not limited to, card playing for money and/or other things of
value.
Gender The socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for
men and women (masculine and feminine denotes gender); actual or perceived sex and includes a persons gender
identity or expression (Education Law 11(6))
Gender Identity and Expression The way in which people self-identify and present their masculinity and femininity to the
world. Gender identity is an individuals sense of being a man, a woman, a boy, or a girl, or sometimes outside of these
binaries. Gender identity is internal, and is not necessarily visible to others.
Leveled Consequences and Interventions Leveled consequences and interventions communicate an increasing sense of
urgency and seriousness to the student and the parent by:
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increasing the degree of involvement and communication for the student and parent as consequences and interventions
intensify.
involving other teachers, student support team member, and/or administrators in behavioral conferences and contracts
with student and parent.
increasing the levels of adult supervision and monitoring of the student through daily check-ins, progress reports, and
teacher feedback
Leveled consequences and interventions move from teacher responses to behavior concerns to f more intense and
comprehensive interventions and consequences when a) the same behavior becomes chronic; or b) the intensity, frequency,
or severity of cumulative behaviors and incidents continues to escalate or c) a single incident warrants Level 2 or Level 3
consequence.
Hallway and Public Space Misconduct Willful acts that impede normal operations and navigation on school grounds
outside of buildings and in public spaces within any school building including but not limited to hallways, stairwells, cafeteria,
library, auditorium, all offices, and all spaces not designated as classrooms. Public space misconduct includes, but is not
limited to:
Bringing in unauthorized pets or animals.
Shoving, horseplay, play-fighting
Clustering in groups in ways that impede the movement of students from one place to another
Making unreasonable and excessive noise
Obstructing vehicular traffic or pedestrian movement
Running in hallways
Running away when school staff member is asking a direct question or making a direct request to a student
Unauthorized presence in any prohibited school area.
Harassment The creation of a hostile environment by conduct or by verbal threats, intimidation or abuse that has or would
have the effect of unreasonably and substantially interfering with a students educational performance opportunities or
benefits, or mental, emotional or physical wellbeing; or conduct, verbal threats, intimidation or abuse that reasonably causes
or would reasonably be expected to cause a student to fear for his or her physical safety. Conduct, verbal and non-verbal
threats, intimidation or abuse are considered to be acts of harassment when these actions are based on a persons actual or
perceived race, color, class, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation,
gender or sex (Educational Law 11(7)). The Code applies to act of harassment:
(a) On school property;
(b) At a school function;
(c) Off-school property where such acts create or would foreseeably create a risk of substantial disruption within the
school environment, where it is foreseeable that the conduct, threats, intimidation or abuse might reach school
property.
Hazing A specific form of harassment among students defined as any humiliating or dangerous activity expected of a
student in order to join a group or be accepted by a formal or informal group, regardless of the students willingness to
participate. Hazing produces public humiliation, physical or emotional discomfort, bodily injury or public ridicule, or creates a
situation where public humiliation, physical or emotional discomfort, bodily injury or public ridicule is likely to occur. Hazing
behaviors include, but are not limited to, the following general categories:
(a) Humiliation: socially offensive, isolating or uncooperative behaviors;
(b) Substance abuse: abuse of tobacco, alcohol or illegal/legal drugs;
(c) Dangerous hazing: hurtful, aggressive, destructive and disruptive behaviors.
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The term hazing includes, but is not limited to: any activity that intimidates or threatens a student with ostracism, or
adversely affects the health or safety of the student; or any activity that cause or requires the student to perform a task or act
that is a violation of state or federal law or District policies/regulations.
Illegal Drug A controlled substance, but does not include a controlled substance legally possessed or used under the
supervision of a licensed health care professional or a substance that is otherwise legally possessed or used under the
authority of the Controlled Substances Act or under any other provision of Federal law
Instigating Behavior which is likely to incite or produce aggressive or physical conflict between two or more individuals.
Intake The procedures a student is expected to follow when a student arrives to the Behavior Intervention Center after
being removed from a classroom or other location.
Intentional Destruction to Personal or School Property or Vandalism Damage, destruction or defacement of property
belonging to the school or any individual person
Interventions Specific programs, strategies, restorative conferencing protocols, skill building sessions, and individual and
group counseling activities that enable students to reflect on their behavior, attitudes, needs and feelings; learn replacement
behaviors and habits; work through personal obstacles; resolve conflicts; and develop goals and plans to get back on track
for school success.
Makeup Work When students are removed from class because of inappropriate or disruptive behavior, school staff must
provide students with missed assignments and the opportunity to make up these assignments without assigned
consequences. Students with Individualized Education Plans (IEPs) and 504 plans have additional protections that may
require full IEP implementation, not just homework packets.
Material Incident of Harassment, Bullying, and/or Discrimination A single verified incident or a series of related verified
incidents where a student is subject to harassment, bullying and/or discrimination by a student and/or employee on school
property or at a school function. In addition, such term shall include a verified incident or series of related incidents of
harassment or bullying that occur off school property. A Material Incident of Harassment, Bullying and/or Discrimination is
the subject of a written or oral complaint to the Superintendent, principal or their designee, or other school employees. Such
conduct shall include, but is not limited to, threats, intimidation or abuse based on a persons actual or perceived race, color,
weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, sex or any other legally
protected status.
National Origin A persons country of birth or ancestors country of birth
Non-Authorized or Inappropriate Use and Misuse of School Equipment, School Materials, and Electronic Devices
including
o Misuse of Technology: Any situations in which a student or students deliberately tamper with, damage, alter,
access, crash, or corrupt the computer or communications system for a class, school or the District resulting in the
loss or corruption of information, the ability of the system to operate, or in any way disrupts or degrades the school
or Districts technology infrastructure.
o Computer Misuse: Any unauthorized or inappropriate use of computers, including the Internet, specific programs
or hacking (i.e. sharing of obscene, pornographic, lewd or illegal images or photographs, unauthorized use of
computers, software, or internet/intranet accounts, accessing inappropriate web sites).
o Non-Authorized Use and Misuse of Electronic and Other Devices. This includes the non-authorized use of any
of the following on school premises during the school hours of any school day: electronic communication devices,
cellular phones, pocket pages, laser pointers, personal music devices (walkmans, MP3 players, etc.), electronic
games and other materials designated by staff as disruptive or potentially disruptive. Misuse includes, but is not
limited to, texting, sexting, blogging, verbal comments, graphic and symbolic communication, written
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communication via email, instant messaging, blogging, and posting in web sites. Students may not engage in
electronic communication which demeans or ridicules on the bases of actual or perceived race, color, weight,
national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, or any other legally
protected status (electronic bullying).
Offensive Touching An intentional act taken against a student with a part of the body or with an instrument, including, but
not limited to, shoving, pushing, and striking, thereby causing offense, alarm, or minor physical harm.
Parent The biological, adoptive, or foster parent or guardian OR a person of record in parental relation to a student.
Persistent Repeated over a period of days after interventions have been implemented and given ample time to be
effective.
Poisoning Putting any substances in another persons food or drink that poisons or contaminates that food or drink, or on a
persons body that causes injury or harm, or would likely cause injury or harm, to the person
Positive Behavioral Interventions & Supports (PBIS) Positive Behavioral Interventions & Supports is a school-wide three
leveled framework of universal expectations, shared language, and common policies and practices that support a safe, civil,
disciplined, and orderly school climate and positive student behavior through the PROMOTION of social and emotional
competence and habits of self-discipline and PREVENTION of inappropriate, unacceptable, and unskillful behaviors (Level
1); targeted INTERVENTIONS for students who meet specific criteria and conditions associated with specific interventions
(Level 2); and more intensive and individualized INTERVENTIONS for students with high needs who are at greatest risk for
healthy development and school success (Level 3). For more information about Positive Behavior Interventions and
Supports, please contact your school.
Race A group of persons related by a common descent or heredity; For purposes of enumeration, the U.S. Census Bureau
uses terms such as: White/Caucasian, Black/African American/African-descent, Asian, Bi-racial, Hispanics/Latinos,
etc. to describe and classify the inhabitants of the United States.
Racial Harassment A negative opinion or verbal expression toward an individual or group of persons who possess
common physical characteristics (i.e., color of skin, eyes, hair and facial feature genetically transmitted by descent and
heredity) that distinguish them as a distinct division of human kind, based on these physical characteristics
Religion Either religious or spiritual belief or preference, regardless of whether this belief is represented by an organized
group or affiliation with an organized group having specific religious or spiritual tenets.
Religious Harassment A negative opinion or verbal expression toward an individual or group of persons, who possess
common religious beliefs regarding the origin and purpose of the universe and the existence or nonexistence of a supreme
being, based on religious beliefs
Religious Practice Attending worship services, praying, wearing religious garb or symbols, displaying religious objects,
adhering to certain dietary rules, proselytizing or other forms of religious expression, or refraining from certain activities.
Determining whether a practice is religious turns not on the nature of the activity, but on the persons motivation.
Reportable to Police Certain offenses require police reports while reporting of others depends on whether the activity is
considered criminal behavior. Police reports are required when an offense is illegal offense if illegal or causes injury to
persons. Also see School Resource Officers
Reckless Endangerment Conduct that creates a substantial risk of serious physical injury or death to another person
Restitution Replacing item(s) that were stolen or damaged by providing fair market value by way of compensation or
service
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Root Cause A System Planning Process. Problem solving approach asks 4 questions: Where are we now? Where are
we going? How will we get there? What is holding us back?
Rules An explicit set of enforceable regulations or principles that govern or guide conduct. They provide specific
instructions about what to do and not to do in specific contexts; thus, rules are stated using either positive or negative
language. Typical school rules provide direction for personal deportment: What you may wear; what you may bring to
school; where you can go and when you can go there. Rules foster a sense of order, calm, and purposefulness,
prerequisites for establishing a learning-focused culture.
School Bus Every motor vehicle owned by a public or governmental agency or private school and operated for the
transportation of pupils, children of pupils, teachers and other persons acting in a supervisory capacity, to or from school or
school activities, or, privately owned and operated for compensation for the transportation of pupils, children of pupils,
teachers and other persons acting in a supervisory capacity to or from school or school activities. Education Law (1) and
Vehicle and Traffic Law 142.
School Function Any school-sponsored extra-curricular event or activity. This includes any event, occurring on or off
school property, sanctioned or approved by the District, including, but not limited to, off-site athletic events, school dances,
plays, musical productions, field trips or other District-sponsored trips. Education Law 11(2).
School Intervention Team The school team that reviews student cases on a weekly basis to ensure that all students have
equitable access to services and interventions that they need. The school intervention team uses student data and early
warning criteria to identify students at greatest risk in order to implement targeted behavioral and mental health
interventions that are timely and predictable.
School Property Outside grounds, all structures, and any space within any building, structure, athletic playing field,
playground, parking lot or land contained within the real property boundary line of a public elementary or secondary school.
School-wide Rules, policies, practices, procedures, and routines that involve very student and every staff member during
every period of every day.
Serious Bodily Injury Bodily injury which involves a substantial risk of death, extreme physical pain, protracted and
obvious disfigurement or protracted loss or impairment of the function of a bodily member, organ or mental faculty. Serious
bodily injury will be verified by the school nurse.
Sexual Offenses:
Inappropriate Sexual Behavior, which includes, but is not limited to, physical touching of intimate body parts of
another or ones self. Consensual acts of intimacy are not appropriate in an educational setting and are prohibited.
Sexual Harassment Unwelcome sexual advances, requests for sexual favors, taking or sending sexually explicit
videos, pictures or auditory recordings or other inappropriate verbal, written or physical conduct of a sexual nature,
directed toward others. The sexual harassment offender suggests, solicits, requests, commands, demands or
otherwise attempts to induce another individual to have sexual contact or sexual intercourse or unlawful sexual
penetration knowing that it is likely to cause annoyance, offense or alarm to that individual.
Sexual Assault Physical sexual act by force or threat of force against a staff member or another student, including
inappropriate touching
Rape or Attempted Rape, which includes forced or attempted forced sexual contact without the consent of the
victim.
Sex The biological and physiological characteristics that define men and women (Male and Female denotes sex)
Sexual Orientation The sex to which a person is sexually attracted; Someone attracted primarily or exclusively to members
of the opposite sex is characterized as straight or heterosexual. Someone attracted primarily or exclusively to members of
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the same sex is characterized as homosexual. A person with a strong or viable attraction to both genders is characterized as
bisexual or pansexual. Actual or perceived heterosexuality, homosexuality, or bi-sexuality (Education Law 11(5))
Sexual Orientation Harassment A negative opinion or attitude toward an individual or group of persons based on their
sexual attraction toward or responsiveness to members of the opposite or same sex
Student Support Coach A student support team member (counselor, social worker, psychologist, student behavior
specialist, youth advocate, youth development specialist, case manager, or SPED collaborative teacher) or teacher
volunteer who provides coaching, skill instruction, and support to specific students who need an on-going intervention and
close progress monitoring.
Tardiness Arriving late to school or class
Theft Taking or attempting to take property of another person or institution without permission or knowledge of the owner,
with the intent to deprive the owner of its use; Robbery, which includes obtaining or attempting to obtain money, goods,
services or information from another by physical force or violence, coordinated violence, or intimidation using a dangerous
instrument or weapon; Theft/possession/transfer of stolen goods, which includes the act of possessing or transferring the
property of another without the consent of the owner.
Tobacco Violations Possession, use, sale or distribution of tobacco or tobacco products, including but not limited to
cigarettes, cigars, pipe tobacco, snuff, chewing tobacco or smokeless tobacco
Trespassing Being on school property without permission, including while suspended or expelled; includes breaking and
entering
Weapon A firearm as defined in 18 USC 921 for purposes of the Gun-Free Schools Act. It also means any other gun, BB
gun, pistol, revolver, shotgun, rifle, machine gun, disguised gun, dagger, dirk, razor, stiletto, switchblade knife, gravity knife,
brass knuckles, sling shot, metal knuckle knife, box cutter, cane sword, electronic dart gun, sandbag or sandclub, loaded or
blank cartridges, Kung Fu star, electronic stun gun, pepper spray or other noxious spray, explosive or incendiary bomb, or
other device, instrument, material or substance that can cause physical injury or death.
Weight Reference to a persons size



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Quick Reference Guide to Responses (1) Consequences (2, 3A, 3B)

Behavior Concerns
1 2 3A 3B
NON-COMPLIANCE
Does not follow directions
Does not comply with classroom
rules, norms, and procedures

Refuses to respond to school staff
directives, questions, or requests

Does not bring necessary materials
to class

NON-COMPLETION AND NON-PARTICIPATION
Does not attempt or complete
assigned work

Does not maintain focus on task at
hand

Does not participate in learning
activities

DIFFICULTIES WITH SOCIAL INTERACTIONS
Demonstrates difficulty with getting
along with others

Does not work cooperative in small
and large groups

Initiates or joins in side bar
conversations, interrupting, blurting
out, talking out of turn

Plays around or goofs off with others
Engages in teasing, taunting, name-
calling

Assigned Consequences:
Level 1: Submission of Observation Notes
Level 2: From Behavior Referral to removal of student to assignment to Behavior Intervention Center to possible one or two day in-school
suspension
Level 3A: Immediate removal from classroom or other location and one to three day out-of-school suspension
Level 3B: From three day out-of-school suspension to possible five day suspension with District hearing request for long-term suspension

Behavior Concerns
1 2 3A 3B
DIFFICULTIES WITH PROBLEM SOLVING
Demonstrates difficulty resolving
problems

Does not make transition or adjust to
new situations effectively

DIFFICULTIES WITH SELF-REGULATION
Does not work silently or
independently without bothering others

Seeks attention inappropriately
Throws objects without physical injury
to others

Makes excessive, distracting, or
disruptive movements or noises

DIFFICULTIES COMMUNICATING AND MANAGING
NEEDS, THOUGHTS, AND EMOTIONS
Expresses needs and emotions
inappropriately

Does not accept correction and
feedback without a fuss

Misinterprets instructional and social
cues

Engages in confrontational arguing or
back talk

Demonstrates difficulties empathizing
with others and accepting other points
of view


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Behavior Violations
1 2 3A 3B
AGGRESSION / FIGHTING
Attack on Student with Serious
Bodily Injury with Provocation:
Hitting, kicking, or punching another
student

Attack on Student with Serious
Bodily Injury with No Provocation:
Hitting, kicking, or punching another
student

Attack on Student with No Serious
Bodily Injury

Fighting with No Serious Bodily
Injury: All students involved engage in
hitting, kicking, punching the other
person

Fighting with Serious Bodily Injury:
All students involved engage in hitting,
kicking, or punching the other person

Intentional Physical Attack
onSchool Personnel

Minor Physical or Verbal
Aggression or Threat without
Serious Bodily Injury: Unwanted
touching, poking, pushing, shoving,
physical intimidation, verbal threats,
persistent teasing, taunting, name-
calling

Non-Sexual Offensive Touching of
School Personnel

Persistent Verbal Aggression
against School Personnel

Persistent Confrontational and
Aggressive Arguing, Refusal, or
Back Talk

Unsafe Emotional Outburst or Rage
Verbal Aggression against School
Personnel: Name calling, profanity,
insults, offensive language, or
gestures

Verbal or Written Threat against
School Personnel

ATTENDANCE
Excessive Absences, Truancy,
Class Cutting, Tardies

Occasional Unexcused Absences,
Tardies, Class Cutting

Leaving Class without Permission
Leaving School without Permission
BULLYING / HARASSMENT
Bullying: Persistent and repeated
incidents targeted at same person or
group



Behavior Violations
1 2 3A 3B
BULLYING / HARASSMENT
Electronic Bullying or Harassment: Used
to threaten or physically or emotionally
harm another person

Harassment: Single incident
Very Serious Verbal, Physical, or
Electronic Bullying or Harassment

PERSONAL CONDUCT VIOLATIONS

Academic Dishonesty: Plagiarism;
copying anothers work; cheating; altering
records

Extortion
Gambling
Non-Authorized or Inappropriate Use or
Misuse of School Equipment, School
Materials, and Electronic Devices

Reckless Endangerment
Sexual Offenses including Assault and
Harassment

PERSISTENT LEVEL 1 BEHAVIORS

PROPERTY RELATED VIOLATIONS

Arson/Fire Related Offense
False Activation of Fire Alarm
Throwing Large Objects; Destruction to
Personal or School Property; Vandalism

Theft less than $500
Theft more than $500
PUBLIC SPACE VIOLATIONS

Minor Hallway and Public Space
Misconduct

Serious Hallway and Public Space
Misconduct: Serious incidents that
impact safety and order

SUBSTANCES NOT ALLOWED ON
SCHOOL PREMISES

Alcohol, Drugs, Inhalants: Possession;
under the influence

Alcohol, Drugs, Inhalants: Distribution
and sales

Tobacco Possession, Use, Sales
WEAPONS RELATED VIOLATIONS

Bomb Threat
Instruments or Objects Used as
Weapons without Injury

Weapons, Firearms, Explosives:
Possession, use, threat of use, distribution,
and sales


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